2007 Texas Assessment Conference Accommodations - What You Need to Know for 2007-2008

1. 2007 Texas Assessment Conference Accommodations - What You Need to Know for 2007-2008

3. Agenda • General information from the 2007-2008 Accommodations Manual • Key changes to policies for allowable accommodations • Examples of supplemental aids • The accommodation request process • Examples of objective evidence • Questions

4. GOALHigh Expectations & Equal Access to Grade-Level Curriculum • Equal access to grade-level content is required by law • Accommodations … • are practices and procedures that provide equitable instructional and assessment access for students with disabilities. • reduce or eliminate the effects of a student’s disability and do not reduce learning expectations

5. General Information • Contains information about allowable accommodations for TAKS, TAKS (Accommodated), and TAKS-M • Information about instructional delivery and response methods that can be used for students taking TAKS-Alt can be found on page 27 • Information about accommodations that are provided during TELPAS and LAT administrations can be found in the • LPAC Decision-Making Process for the Texas Assessment Program, • Revised ARD Committee Decision-Making Process for the Texas Assessment Program, • District and Campus Coordinator Manual

6. General Information • 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) • Please note that a test administrator will continue to code a student’s answer document with the specific bubble for oral administration (OA), large print (LP), braille (BR), and the dyslexia bundle (DB), if applicable

7. General Information • All accommodations should be routinely used by the student for instruction and assessment. • Exceptions to this include emergency situations such as a broken arm or lost eye glasses. • All accommodations that are not a part of standard test administration procedures must be documented in the IEP/IAP if applicable for that student • Ongoing evaluation of the use of accommodations should occur • to ensure the meaningful participation of all students in state and district-wide curriculum and assessments • to reveal questionable patterns of accommodations use • to identify educators in need of additional training and support

8. Key Changes to Accommodations Policies

9. Key Changes: Calculators • TAKS • No changes to policies • TAKS (Accommodated) • Not allowed at grades 3-6 • May be allowed at grades 7 and 8 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 Access to graphing calculators must be provided at grades 9, 10, and exit/Grade 11 level 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.

10. Key Changes: Spelling Assistance • This accommodation is intended for students who need assistance with spelling and grammar • Access to dictionaries and thesauruses must be provided for the written composition portion of the grade 7 writing test, the entire grade 9 reading test, and the reading and written composition portion of the grade 10 and Exit level/Grade 11 ELA tests for TAKS, TAKS (Accommodated), and TAKS-M. • TAKS • No changes to policies • TAKS (Accommodated) • Not allowed at grade 4 • May be allowed at grades 7, 9, 10, and 11 with submission and approval of ARF • TAKS-M • May be allowed at grade 4 with submission and approval of an ARF • Allowed at grades 7, 10 ELA, and 11 ELA

11. Key Changes: Extended Time • 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 2 days to test • Only approved for very unique situations • The school is responsible for maintaining test security if this accommodation is approved

12. Key Changes: Supplemental Aids • Must be a tool and not a source of direct answers, meaning that the student can 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 if in IEP

13. Examples of Supplemental Aids • Please note: It is very important to understand that these are samples that were created for demonstration purposes in this presentation only.

14. Examples of NON-ALLOWABLE supplemental aids: Soc. Stud. At grade 8 this labeled map would provide direct answers for items assessing either territorial expansion or significant dates. It would not be allowed. This map does not contain material tested at grade 10 or Exit level/grade 11 so it would be allowed but would not be helpful to a student. It may even confuse the student.

15. 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.

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 0°C. • Boiling point: The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas. Water changes to steam at its boiling point of 100°C. • Magnetism: Magnetic substances are attracted to strong magnets. Iron nails are magnetic, but wooden toothpicks are not. This might be a portion of a student’s journal that contains the definitions and specific examples of important science terms. These particular definitions includes examples of the properties of matter which are assessed in all grades and would not be allowed for any science assessment. These may be exact questions on the test and would constitute a source of direct answers.

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: 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.

23. Examples of ALLOWABLE supplemental aids: Math This is a portion of a student’s mathematics journal. The student has shown a person “sliding” down a hill as his definition of a translation. This is not a source of direct answers and would be allowed at any grade.

24. 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.

25. Examples of ALLOWABLE supplemental aids: Math By removing the numerals, this place value chart becomes a tool and would be allowed at any grade.

26. 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.

27. 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.

28. 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

29. The Accommodation Request Process

30. The Accommodation Request Process • An Accommodation Request Form (ARF) should be used • to request specific accommodations that are not listed in this manual • for accommodations that require submission and approval of a request • to request accommodations for students in unique situations • When in doubt, send in a request or call the Student Assessment Division and speak with someone on the Accommodations Task Force • All ARFs must be submitted to TEA through the district’s testing coordinator

31. How to complete an ARF • Hints and Tips: • Please submit one request per student even if the student requires multiple accommodations for multiple tests • Do not send requests for things that are listed as allowable in the Accommodations Manual • The name and phone number listed in the “District Information” section is the contact information for TEA if we have any questions about the request • The fax number listed in the “District Information” section is the number that the approved or denied request will be sent to

32. How to complete an ARF • Hints and Tips: • Do not send confidential student information or information with the student’s name. Some districts may choose to put identification numbers or codes at the top or bottom of the request so that each request can be identified locally • If you have multiple requests for students who need the same supplemental aid, please submit a request for each student, but TEA only needs to see one copy of the supplemental aid itself • Objective evidence proving that the student requires the accommodation to access grade-level curriculum is critical in making a determination on approval

33. Poor Examples of Objective Evidence:Why does the student need this accommodation? • Copy of wording in the Accommodations Manual • “Student needs a calculator because he has a disability that affects mathematics calculation but not reasoning” • List student’s qualifying disability with little or no other information or information that appears to be incorrect • “Student needs two days because she is ADHD” • “Student needs tests copied onto colored paper because she is diagnosed with Irlen’s Disease and colored overlays will not work for this condition” • Achievement or IQ test results

34. Poor Examples of Objective Evidence:Why does the student need this accommodation? • Assurance that accommodation is documented correctly • “per ARD” • “504 accommodation” • Assurance that accommodation is used routinely in instruction • “She needs a multiplication chart because she uses it each time she works multiplication problems in general ed and special ed classes” • “Student has spelling IEP and routinely uses a pocket dictionary and word processor for assignments” • Vague information • “does best with use of accommodation” • “Use of accommodation reduces test anxiety”

35. 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 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 Good Examples of Objective Evidence:Why does the student need this accommodation?

36. 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. Good Examples of Objective Evidence:Why does the student need this accommodation?

37. TETN Schedule: Update on Alternate Assessments January 18, 2008 from 1-3, # 30022 February 25, 2008 from 1-3, #30023 April 4, 2008 from 1-3, #30024 May 19, 2008 from 1-3, #30025

38. Contact Information • Student Assessment Division (512) 463-9536 • Accommodations E-mail test.accommodations@tea.state.tx.us

39. Questions Anyone?