Accommodations Manual

1
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
2
ARF!
ARF!
ARF!
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
3
(No Transcript)
4
December2007
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
5
Highlights of 2008 Changes
December2007

• 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

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
6
Accommodations Manual
December2007

• 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.

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
7
Accommodations Manual
December2007

• 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

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
8
Accommodations Manual
December2007

• 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

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
9
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.
10
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.
11
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.
12
Examples of NON-ALLOWABLE supplemental aids
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.
13
Examples of NON-ALLOWABLE supplemental aids
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.
14
Examples of NON-ALLOWABLE supplemental aids
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.
15
Examples of NON-ALLOWABLE supplemental aids
This multiplication chart is a source of direct
answers. The student only has to copy the answer
from the chart.
16
Examples of NON-ALLOWABLE supplemental aids Soc.
Stud.
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.
17
Examples of ALLOWABLE supplemental aids Soc.
Stud.
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.
18
Examples of NON-ALLOWABLE supplemental aids Soc.
Stud.
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
19
Examples of ALLOWABLE supplemental aids Soc.
Stud.
If 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.
1. Traditional Economy
20
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 0C.
• 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 100C.
• Magnetism Magnetic substances are attracted to
  strong magnets. Iron nails are magnetic, but
  wooden toothpicks are not.

This might be a portion of a students 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.
21
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.
22
Examples of NON-ALLOWABLE supplemental aids
Science
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.
23
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.
24
Examples of NON-ALLOWABLE supplemental aids
Science
This is a portion of a students 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.
25
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.
26
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.
27
Examples of NON-ALLOWABLE supplemental aids Math
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.
28
Examples of ALLOWABLE supplemental aids Math
This is a portion of a students 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.
29
Examples of NON-ALLOWABLE supplemental aids Math
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.
30
Examples of ALLOWABLE supplemental aids Math
By removing the numerals, this place value chart
becomes a tool and would be allowed at any grade.
31
Examples of NON-ALLOWABLE supplemental aids Math
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.
32
Examples of ALLOWABLE supplemental aids Math

• 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.
33
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

34
Accommodations Manual
December2007

• 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

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
35
The Accommodation Request Process
December2007

• 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
  districts testing coordinator

36
How to complete an ARF
December2007

• 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

37
How to complete an ARF
December2007

• Hints and Tips
• Do not send confidential student information or
  information with the students 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

38
Poor Examples of Objective Evidence Why does
the student need this accommodation?
December2007

• Copy of wording in the Accommodations Manual
• Student needs a calculator because he has a
  disability that affects mathematics calculation
  but not reasoning
• List students 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 Irlens Disease and
  colored overlays will not work for this
  condition
• Achievement or IQ test results

39
Poor Examples of Objective Evidence Why does
the student need this accommodation?
December2007

• 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

40
Good Examples of Objective Evidence Why does
the student need this accommodation?
December2007

• 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

41
Good Examples of Objective Evidence Why does
the student need this accommodation?
December2007

• 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

42
Good Examples of Objective Evidence Why does
the student need this accommodation?
December2007

• 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.

43
The Accommodation Request Process