Title: 20082009 Accommodations Manual Training
12008-2009 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
3Mathematics
4Grade 3 Math - Blueprint
5Grade 3 Math
6Grade 3 Math
7Grade 3 Math
8Grade 3 Math
9Grade 6 Math - Blueprint
10Grade 6 Math
11Grade 6 Math
12Grade 10 Math - Blueprint
13Grade 10 Math
14Grade 10 Math
15Grade 10 Math
16Grade 10 Math
17Science
18Grade 5 Science - Blueprint
19Grade 5 Science
20Grade 5 Science
21Grade 5 Science
22Grade 5 Science
23Grade 5 Science
24Grade 8 Science - Blueprint
25Grade 8 Science
26Grade 8 Science
27Grade 10 Science - Blueprint
28Grade 10 Science
29Grade 10 Science
30Grade 10 Science
31Grade 10 Science
32Reading/ELA
33Grade 5 Reading - Blueprint
34Grade 5 Reading
- Pre-Reading Box for TAKS-M (read by test
administrator)
35Grade 5 Reading
36Grade 5 Reading
37Grade 5 Reading
38Grade 7 Reading - Blueprint
39Grade 7 Reading
- Only reading assistance allowed for passage
40Grade 7 Reading
41Grade 7 Reading
42Grade 7 Reading
43Grade 7 Reading
44Grade 10 ELA - Blueprint
45Grade 10 ELA - Revising Editing
- Pre-Reading Box for TAKS-M
46Grade 10 ELA - Revising Editing
- TAKS-M Questions for Inspection Day Passage
47Grade 10 ELA - Revising Editing
48Grade 10 ELA - Revising Editing
- Continuation of Questions for Sentences 7-13
(previous page)
49Grade 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.
50Writing
51Grade 4 Writing - Blueprint
52Grade 4 Writing - Revising Editing
- Pre-Reading Box for TAKS-M
53Grade 4 Writing - Revising Editing
- TAKS-M Questions for The Snow Fort Passage
54Grade 4 Writing - Revising Editing
- Additional Questions for First Part of Passage
(previous page)
55Grade 4 Writing - Revising Editing
- Next Part of Passage Related Questions
56Grade 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
57SAMPLE 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
59Components 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.
60Available 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
61Available 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
62Key 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
63Accommodations
- 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
64Documenting 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
65(No Transcript)
66(No Transcript)
67How 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.
71A 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.
75Key Changes to Accommodation Policy
76Reading 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
77Accommodation 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
78Accommodation 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
79Accommodations
- By Category (chart pp. 25-37)
80Presentation (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
81Presentation (P) (cont.)
Accommodations Manual - Page 25
- Braille (BR)
- Student has visual impairment
- Routinely uses braille materials in the
classroom. - No ARF required
- Appendix E
82Presentation (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
83Presentation (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
84Presentation (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
85Presentation (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
86Presentation (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
87Presentation (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
88Oral 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
89Grade 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
90Presentation (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.
91Presentation (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
92Dyslexia 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)
93Presentation (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
94Presentation (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
95Presentation (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
96Response (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.
97Response (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
98Response (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
99Response (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
100Response (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
101Response (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.
102Response (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
103Response (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
104Response (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
105Response (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
106Response (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
107Response (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
108Response (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
109Response (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.)
110Response (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
111Response (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
-
112Setting (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
-
113Setting (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
-
114Setting (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
-
115Timing 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.
119Timing 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.
120Timing 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
121Timing 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
-
122Contact Information
- Brenda Booth 881-2427
- bkbooth_at_episd.org
- Testing Center Phone Number
- 881-2420