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Transcript of 1 2010-2011 Accommodations Manual Guidelines for Selecting, Administering, and Evaluating the Use of...
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2010-2011 Accommodations ManualGuidelines for Selecting,
Administering, and Evaluating the Use of
Accommodations for All Students
2
AccommodationsManual
• Purpose: provide guidance• Ensure students are given access to
needed accommodations• Expecting student to achieve grade-level
academic content standards through access to the general curriculum
• Applicable to all students• All teachers are provided accommodation
training
Accommodations Manual p. 2
Accommodations Manual p. 3
Key Changes to the Accommodations Manual
√ Numbers 4 and 6
Accommodations Manual p. 34
• An icon directs readers to additional materials at http://www.tea.state.tx.us/student.assessment/resources/accommodations
• Information about transcribing certain types of student responses has been moved to the District and Campus Coordinator Manual
• Included is a new section titled “Accommodations for TAKS-Alt”
• Included is information about unschooled ELL asylees and refugees
• The list of supplemental aids has been clarified
• “Blank Graphic Organizers” is clarified.
Updates
5
Accommodations Manual pp. 5-11 6
• Federal (NCLB, IDEA, 504) and State (TEC, TAC) legislative requirements
– Students to be assessed in designated grades and subjects
– Students to be provided reasonable accommodations on assessments
AHA! HUH?
! ?
The Law and Specific Student Populations
• Students Receiving Special Education Services
• General Education Students including those Served through Section 504
• English Language Learners• English Language Learners
Served by Special Education
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8
Accommodations for Assessments
• Changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing.
• Although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment
Accommodations Manual pp. 13-14
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Accommodations for Assessments
• Accommodations in the manual, other than LAT accommodations are categorized in four ways:– Presentation– Response– Setting– Timing and Scheduling
Accommodations Manual p. 13
Accommodations for Assessments
• Provided on an individual basis, taking into consideration the individual needs of each student
• Questions are included to guide in the selection of appropriate accommodations for students who need them.
• Should be routinely used in classroom instruction and testing
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Accommodations Manual p. 14
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Accommodations for Assessments
• Documenting Accommodations on Required Student Paperwork
• Recording Accommodations on the Scorable Document for State Assessments
Accommodations Manual pp. 16-17
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Selecting Accommodations for Assessment of
Individual Students
Selecting Accommodations for Assessment of Individual Students
• Gather and review information about student’s needs and present level of achievement in relation to – Grade-level TEKS, or – Linguistic needs
• Be familiar with accommodation policy for each state-required assessment
• Involve students in accommodation selection
13
Documenting 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
• Linguistic Accommodations for LAT– Permanent record file for ELLs not
receiving special education services documented by the LPAC
– IEP and permanent record file for ELLs receiving special education services
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Accommodations Manual pp. 16-17
Documenting Accommodation Use
• ELLs receiving special education services, the ARD and the LPAC should work together to determine how best to address each student’s linguistic and special education needs during instruction and assessment
• When an accommodation requires the submission and approval of an Accommodation Request Form, documentation should specify that the accommodation may only be used on state assessment pending approval from TEA
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Accommodations Manual pp. 68-69
Accommodations by Category
Accommodations Manual pp. 18-28
Selecting Accommodations
• Presentation Accommodations• Response Accommodations• Setting Accommodations• Timing and Scheduling Accommodations
• Italicized text denotes that an Accommodation Request Form is required.
17
Accommodations Manual pp. 18-28
AHA! HUH?
! ?
Additional Information on TELPAS Testing Accommodations
Accommodations Manual p. 29
Accommodations for TAKS-ALT
Accommodations Manual p. 30-49
√
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Linguistic Accommodations for
English Language Learners
Accommodations Manual pp. 50-59
21
Special Provisions for Unschooled ELL Asylees
and Refugees
Accommodations Manual p. 58-59
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Linguistically Accommodated Testing
(LAT)• LAT procedures have been implemented in
response to federal assessment and accountability requirements for eligible immigrant ELLs granted a LEP exemption from testing under Texas policy.
• Spanish-version assessments are available in grades 3-5 for LAT administrations of TAKS, and TAKS(Accommodated).
• At the time of assessment, only LEP-exempt ELLs are eligible for the linguistically accommodated testing (LAT) process
Accommodations Manual pp. 50-59
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Allowable LAT Accommodations for Math and Science
Indirect Linguistic Support
Direct Linguistic Support
Clarification / Translation of Test Directions
Breaks at Request of Student
Linguistic Simplification Oral Translation Reading
(Decoding)Assistance Bilingual Dictionary Bilingual Glossary English and Spanish Test
Side by Side (grades 3–5 only)*
*Not available for LAT administrations of TAKS–M
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Allowable LAT Accommodations for Reading/ELA
Indirect Linguistic Support
Direct Linguistic Support
Clarification / Translation of Test Directions
Breaks at Request of Student
Testing Over 2 Days
Bilingual Dictionary English Dictionary Reading Aloud – Word or Phrase Reading Aloud – Entire Test
Item Oral Translation – Word or
Phrase Clarification – Word or Phrase
There are exceptions for LAT administrations of the WRITING sections of grade 10 ELA, as explained in the manual. (p.57)
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LAT
• In addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to special needs
• 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
• The format accommodations provided on the TAKS(Accommodated) form are also used on the LAT versions of TAKS. However, TAKS(Accommodated) and the LAT version of TAKS must not be interchanged.
• The regular TAKS-M test booklets are used for LAT administrations of TAKS-M with the exception of grade 10 ELA.
Accommodation Request Process
• Accommodation Request Process Flowchart
• Determine Whether the Request is Necessary
• Complete the Accommodation Request Form
• What is Objective Evidence• Ineffective and Effective Objective
Evidence• Using the Online Accommodation
Request Form
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Accommodations Manual pp. 60-69
Providing Accommodations During
Instruction and Assessment
• Planning for Test Day• Ensuring Test Security• Evaluating and Improving the Use of
Accommodations
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Accommodations Manual pp. 70-73
Appendices
• Appendix Dyslexia Bundled Accommodations/Oral/Signed Administrations(pp.74-77)
• Appendix B: General Instructions for Administering Braille and Lange-Print Tests (pp.79-84)
• Appendix C: General Instructions for Students Who are Deaf or Hard of Hearing(pp.85-89)
• Appendix D: Guidelines for Using Supplemental Aids on State Assessments (pp. 90-98)
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Teacher Tools
http://www.tea.state.tx.us/index3.aspx?id=3696&menu_id=793#training
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A Brief Word on Appendix A
Supplemental Aids
A Tale of Two Schools
Teachers at the first school asked…
…What can we do to increase students remembering the academic content?
The teachers looked at an accommodation described as a permanent product/supplemental aid.The teachers asked…
…How can we use these to increase students’remembering?
The teachers worked with the students to create an interactive journal, an instructional legacy.
“What is a legacy?” the students asked.
As the teachers taught for understanding, they used a visual, a permanent product which helped students remember the concept, process, or skill that they were teaching.
Concepts such as proportionality:
Processes such as the water cycle.
Skills such as finding volume.
V = l x w x h
The students drew the parts of the visual, the permanent product as they engaged in the lesson which was based on how we naturally learn.
lw
h
X
X
The teachers started talking about the upcoming mathematics in the curriculum and working together to create visuals/permanent products which would help students understand and remember the mathematics concepts, processes, and skills. The visuals weredrawn in the journal.
V = l x w x h
The teachers were careful to introduce the visuals while students learned the concept, process, or skill rigorously and with relevance…
Some of the visuals, the permanent products, looked like this…
Main Idea
SupportingDetails
SupportingDetails
SupportingDetails
Others looked like this…
+ – –
– + –
– – +
Multiply or Divide
Integers
Still others looked like this…
Operations on ExponentsPEMDAS
The students and teachers continued to create and share until the journals were full and they were still thinking of more…
and more…
rr
Since Circumference of a Circle = Π d
The Area of a Circle (when deconstructed) =½ of the circumference times the radius or
A = ½ (Π 2 r) (r) or Π r2
Teachers asked the students to explain why this is true…
-
+
-
Adding and Subtracting Integers
They used Spinning Proportions…
1 3
2 646
Copy and rotate.Which equivalencies are true?
2 4
3 6
Spinning Proportions
1 3
2 647
By removing the numbers, the permanent product becomes a supplemental aid.
$40
$8 $8 $8 $8 $8
2 items 2 items 2 items 2 items 2 items
10 items
$40
$4 $4 $4 $4 $4 $4 $4 $4 $4 $4
1 1 1 1 1 1 1 1 1 1
10 items
Strip Diagram Models
Adapted from MSTAR, 2010
Why might this visual help students remember this vocabulary/these concepts?
‘s s’
Apostrophes – Show Possession
Why might this visual help students remember this vocabulary/these concepts?
y mx b
slope y-intercept
b
m
Supporting memory deficits…
Songs used as mnemonic devices…
Everyone shared their creations.
SHARE WITH YOUR TABLE PARTNERS
Think of visuals/permanent products that you have used with your students.
All students were allowed to use the journals whenever they needed to remember the math concepts, processes, and skills…
As time went on, some students no longer needed to refer to the journal to remember the concepts, processes, and skills. Others still needed to check back though…
But over time even these students didn’t need all of the information. Instead of needing to see this…
+ – –
– + –
– – +
Information on the visual was faded to this…
That year, the first school moved from Academically Acceptable to within 6 students of Exemplary.Lives were changed. Teachers and students held their heads high…
The second school…
…still believed the students aren’t trying hard enough.
A Tale of Two Schools
What should we take away from this story?
A Brief Word on Accountability…
64
2010-2011
• Accountability ratings will be kept for two years:– 2010-2011– 2011-2012
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Region 4 ESC Contacts
• TAKS, TAKS (Accommodated)– Sherri McCord– Helen Griffin
• TAKS-M– Angela Standridge
• TAKS-Alt– Susan Parker
• LEP– Ana Llamo– Sonja Hollan
www.theansweris4.net713.462.7708
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• Content-Specific Questions– Reading, Writing, ELA
• Felisha Branford– Mathematics
• Jane Georges– Science/Social Studies
• Debbie Behling
Region 4 ESC Contacts
www.theansweris4.net713.462.7708
2008 Standards AEIS AYP
State Assessment Indicators
TestsTAKS
TAKS-Accommodated
TAKS
TAKS-Accommodated
TAKS-M
TAKS-Alt
TAKS LAT
Subjects (Grade Levels)
Reading/ELA (3-11)
Math (3-11)
Writing (4 and 7)
Social Studies (8, 10 and 11)
Science (5, 8, 10 and 11)
Reading/ELA (3-8 and 10)
Math (3-8 and 10)
Performance StandardsAcad
AcceptRecog Exemp Make AYP
Reading/ELA 70% 75% 90%Performance = 60%
Participation = 95%
Math 50% 75% 90%Performance = 50%
Participation = 95%
Writing 65% 75% 90%
Science 45% 75% 90%
Social Studies 65% 75% 90%
2008 Standards AEIS AYP
Other Indicators
Acad
AcceptRecog Exemp
Annual Dropout Rate
(Gr. 7-8)2.0%
Completion Rate (4-year cohort)
Students who graduate in 4 years or are enrolled in fall after 4th year
75.0% 85.0% 95.0%
Graduation Rate (4-year cohort)
Students who graduate in 4 years
70.0% or any improvement
Attendance Rate 90.0% or any improvement
2009 Standards AEIS AYP
State Assessment Indicators
TestsTAKSTAKS-Accommodated (Group 1)
TAKSTAKS-AccommodatedTAKS-MTAKS-AltTAKS LAT
Subjects (Grade Levels)
Reading/ELA (3-11)Math (3-11)Writing (4 and 7)Social Studies (8, 10 and 11)Science (5, 8, 10 and 11)
Reading/ELA (3-8 and 10)Math (3-8 and 10)
Performance StandardsAcad
AcceptRecog Exemp Make AYP
Reading/ELA 70% 75% 90%Performance = 67%Participation = 95%
Math 55% 75% 90%Performance = 58%Participation = 95%
Writing 79% 75% 90%
Science 50% 75% 90%
Social Studies 70% 75% 90%
2009 Standards AEIS AYP
Other Indicators
Acad
AcceptRecog Exemp
Annual Dropout Rate
(Gr. 7-8)2.0%
Completion Rate (4-year cohort)
Students who graduate in 4 years or are enrolled in fall after 4th year
75.0% 85.0% 95.0%
Graduation Rate (4-year cohort)
Students who graduate in 4 years
70.0% or any improvement
Attendance Rate 90.0% or any improvement
72
Administering Assessments with Accommodations
• During Instruction• During Assessment
– Planning for Test Day– Administering Assessments
with Accommodations
Accommodations Manual pp. 40-41