Modifications and accomodations

2010-2011 Accommodations Manual

Four indicators put us at Stage 2 intervention

Core committee Continuous Improvement Plan Public meetings

Over identification of African American students (Gen. Ed 27.1, Sp.Ed. 37.4)

Out of School Suspensions (Gen. Ed. 19.8, Sp. Ed. 46%)

3-5 year old LRE (Only 7.1 in Gen. Ed., standard is 16%)

% of students taking TAKS-M (38.5% when only 20% is allowable)

IAT and RTI must be strengthened

Positive Behavior Supports and BSPs

More placements in General Education

General assessment (with or without accommodations) = TAKS/TAKS-Accommodated

Alternate assessment based on modified academic achievement standards = TAKS-M

Alternate assessment based on alternate academic achievement standards = TAKS-Alt

Must be the first consideration Appropriate for students who receive

instruction in general education And who require accommodations that

are allowable on this exam

Grade level curriculum Student is responsible for all tested

objectives Contains the same items as TAKS but

without the embedded field test questions.

Larger font Fewer items per page

TEKS based instruction with accommodations AND modifications that allows the student access to grade level curriculum

Larger font Fewer test items and answer choices Simplified sentence structure and vocabulary No extraneous information Graphics less complex No griddables No thematically linked selections or

associated crossover questions

Need for extensive modifications to classroom instruction, assignment and assessments

Not able to achieve grade-level proficiency within the school year

Meets some but not all participation criteria for TAKS-Alt

-AND- Requires TAKS more closely aligned with

instructional modifications

For students with significant cognitive disabilities

TEKS instruction focusing on academic prerequisites skills and real life applications

Student is provided supports to maximize success

Testing window Teacher observation of tasks using a rubric Results submitted online

Routinely demonstrates skills though medium other than pencil and paper.

Demonstrates performance skills through real life applications

Requires direct, intensive instruction across settings to accomplish the acquisition, maintenance and generalization of skills

Requires assistance with communication, response style, physical access or daily living skills.

Why the student can’t participate in the general assessment

Why the selected alternate assessment is appropriate

What accommodations are necessary to measure the student’s achievement

Changes to materials or procedures that give access to grade-level curriculum

Don’t substantially alter content or performance expectations

Allow students to demonstrate abilities Not intended to give the student an edge

but to level the playing field Need vs. Benefit

Presentation- i.e. overlays

Response-i.e. writing answers in booklet

Setting-i.e. small group

Timing and Scheduling-i.e. frequent breaks

What are the student’s strengths and what are weaknesses?

Look at FIE What specialized instruction does the

student require for mastery? What accommodations are routinely used by

the student in instruction and testing? Are they working? What data do we have? Does the student have difficulty using an

accommodation? Has it’s use been taught? Is it allowable? Involve the student

The student’s disability impacts memory retrieval as documented in the FIE and IEP.

Routinely used in classroom in instruction and testing

Not allowed on TAKS but allowable on TAKS A and TAKS M.

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

Tool the student knows how to use and not a source of direct answers for TEKS being assessed.

Only content relevant at grade level Factual and error free Concise and well organized

Not allowable on TAKS Not allowable for 504 Must be individualized by student and not

one size fits all. Must be routinely used in instruction and

testing. Do not provide new or unfamiliar aid on the day of test.

TEA approval for one child does not transfer to all

Student specific and only valid during the year request was made.

Factual and error free.

Standard dictionary Blank graphic Mnemonic devices Addition Charts Multiplication Charts Number lines A list of words for the numbers Pictorial models

Standard dictionary Mnemonic devices Checklists that contain “general info on

how a careful reader interacts with text” Graphic organizers

Mnemonic devices Checklists that remind a student of

necessary steps (can’t be too specific) Grade appropriate grammar rules List of grade appropriate vocabulary

Standard Dictionary Mnemonic devices Blank maps Blank timelines Skills checklists

Graphics that are not labeled Additions charts Multiplication charts Blank Graphic organizers