2012 - 2013 Accommodation Resources for Students

Report
2012-2013
Accommodations Update
Presented by TEA’s Student Assessment Division
TETN #14294
September 18, 2012
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TEA Disclaimer
• These slides have been prepared and approved
by the Student Assessment Division of the Texas
Education Agency.
• If any slide is amended or revised for use in local
or regional trainings, please remove this slide as
well as the TEA footer at the bottom of each
slide.
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Trickle-Down Effect
• It is the intent of TEA’s Student Assessment
Division that all resources created to clarify testing
and accommodation policies be accessible to
educators at the ESC, district, and campus levels,
including classroom teachers.
• After this presentation and the associated resources
are posted, please inform district and campus
administrators and educators.
• This may help answer some of the questions
educators have about statewide testing.
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About these Training Slides
• These slides are intended to provide a general
overview of the changes to accommodation
policies compared to last year.
• These slides will not describe each
accommodation policy in detail.
• Relevant campus and district staff will need to
read all of the policies and related resources
once they are posted on the Accommodations for
Students with Disabilities webpage. These
documents contain all the details.
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Table of Contents
Slides 8-11
Feedback from the Field
Slides 12-20
Accommodations for Students with Disabilities
Webpage
Slides 21-35
Critical Information about Accommodations for
Students with Disabilities
Slides 25-31 Accommodations during Instruction vs. Statewide Assessment
Slide 32 Accommodations in Unexpected or Emergency Situations
Slides 33-35 The Accommodation Triangle
Slides 36-41
Eligibility Criteria
Slides 42-44
New Accommodation Policy: Mathematics Scribe
Slides 45-58
Accommodation Policies with Changes
Slides 47-51 Oral Administration
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Table of Contents
Slide 52 Spelling Assistance
Slide 53 Dictionary
Slide 54 Mathematics Manipulatives
Slides 55-58 Complex Transcribing
Slides 59-71
Accommodation Policies with No Changes
(Clarifications Only)
Slide 63 Manipulating Test Materials
Slide 64 Calculation Devices
Slide 65 Basic Transcribing
Slides 66-68 Supplemental Aids
Slides 69-70 Photocopying Test Materials
Slide 71 Other
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Table of Contents
Slides 72-74
Accommodation Policies Under Construction: Extra
Time (Same Day) and Extra Day
Slides 75-84
Additional Accommodation Resources
Slides 76-77 Checklists and Charts
Slides 78-80 Optional Test Administration Procedures/Materials
Slide 81 Guidelines for Recording Accommodations on the Answer
Document
Slides 82-83 Deadlines for Accommodation Request Forms
Slide 84 Accommodations for Students in the TAKS Program
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Feedback from the Field Regarding
2011-2012 Accommodation Policies
• In May TEA requested feedback from the field
about accommodation policies.
• TEA received feedback via email from over 70
educators at the district and ESC levels.
• Thank you for taking the time to let us know how
our resources can better meet your needs.
• We have implemented many of the great
suggestions.
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Feedback: Positive
• “Thank you for the good work you have done
in trying to help us make this trying
transition.”
• “I know you are working hard and I
appreciate all you do. This was a tough year
for all of us. Change can be good, but it is
also difficult.”
• “Kudos for the detail and response to
feedback from the field. I can tell you all are
listening and giving a sincere, effective shot
at doing this right.”
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Feedback: Honest
• “It would be better if the policies were
not changed throughout the year.”
• “Almost anything you do in the future
will be better than this past year.”
• “Any confusion might be due to
newness and change rather than format
of delivery.”
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Feedback: Manual vs. Webpage
• “The PowerPoints and other resources were
not helpful, in fact confusing. Please put it
in a manual…I made notebooks for my staff
so they had the information organized in one
place.”
• “I can’t print in color.”
• “Reading all of that information on a
computer screen is difficult. I realize we can
print our own…but this is costly due to
budget cuts.”
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Feedback: Manual vs. Webpage
• “I’d like to see a page with all PDFs in one
place for easy printing and searching.”
• “Can you make the Accommodation Triangle
easier to find?”
• “Often people just looked at the triangle
and never read the other resources.”
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Navigating the Website
• Go to the Student
Assessment homepage at
http://www.tea.state.tx.us/
student.assessment/
• Click Accommodations
Resources in the index
on the left.
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Navigating the Website
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Navigating the Website
http://www.tea.state.tx.us/student.assessment/
accommodations/
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Navigating the Website
Or here
TEA TETN #14294
Click here
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Navigating the Website
http://www.tea.state.tx.us/student.assessment
/accommodations/staar-telpas/
You are in the right place.
Just scroll down.
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Navigating the Website
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Critical Information about
Accommodations for Students with
Disabilities
• The following information applies to students with
disabilities in the STAAR program and TELPAS
• For the purposes of using testing accommodations
during the statewide assessments, a student with a
disability can be
▫ Special education with an identified disability
▫ Section 504 with an identified disability
▫ Neither special education nor Section 504 but with a
disabling condition (with or without a diagnosis)
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Critical Information about
Accommodations for Students with
Disabilities
• Accommodations
▫ Are changes to instructional materials, procedures, or
techniques
▫ Allow a student with a disability to participate
meaningfully in grade-level or course instruction
▫ Should be individualized
▫ Can change over the course of the school year based on
student needs
▫ May be appropriate for classroom use but not allowed
on the statewide assessment
▫ Should be evaluated regularly to determine
effectiveness
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Critical Information about
Accommodations for Students with
Disabilities
• Accommodations
▫ Are not necessary for every student
▫ Are not changes to the performance criteria or
content
▫ Should not replace the teaching of the TEKS
▫ Are not intended to provide a student with an
advantage
▫ Should not be continued without evidence of
effectiveness
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“This statement makes me
cringe…
…some accommodations may
be appropriate for classroom use
but may not be appropriate or
allowed for use on a statewide
assessment.”
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Accommodations during Instruction
versus Statewide Assessment
• Facts:
▫ The use of accommodations occurs primarily during
classroom instruction.
▫ Classroom instruction allows for any techniques and
tools to meet the educational needs of each student.
▫ The statewide assessment is a standardized tool for
measuring every student’s learning in a reliable, valid,
and secure manner.
▫ Accommodations that invalidate what is being
assessed or compromise the security of the test cannot
be allowed.
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Accommodations during Instruction
versus Statewide Assessment
• Facts:
▫ Routine use, student independence, and
effectiveness are important considerations when
determining accommodations.
▫ It is acceptable to withhold an accommodation
during instruction when determining whether it is
effective and/or still necessary for the student.
▫ Some students outgrow certain accommodations
while other students continue to need them
throughout the school year or over several years.
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Accommodations during Instruction
versus Statewide Assessment
• Myths:
▫ A teacher should only use accommodations during
classroom instruction that are allowed on the
statewide assessment.
▫ Routine accommodation use means every day of
the school year.
▫ If a student has EVER used an accommodation in
the classroom, he or she should use it during the
statewide assessment.
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Accommodations during Instruction
versus Statewide Assessment
• Myths:
▫ A teacher should only use accommodations during
classroom instruction and testing if it is also
allowed on the statewide assessment
▫ Routine accommodation use means every day of
the school year
▫ If a student has EVER used an accommodation in
the classroom, use it during the statewide
assessment
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Accommodations during Instruction
versus Statewide Assessment
• Summary:
▫ Policies for accommodation use on statewide
assessments should not limit an educator’s ability
to develop individualized materials and
techniques to facilitate student learning.
▫ Instruction is when learning occurs. Instruction
comes first, lasts longer, and can be customized to
meet the needs of each student.
▫ Unlike instruction, statewide assessments must be
standardized so that student results can be
compared and interpreted.
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Therefore…
Some accommodations may be
appropriate and suitable for
classroom use but may not be
allowed for use on a statewide
assessment.
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Accommodations in Unexpected or
Emergency Situations
• First, look at the Optional Test Administration
Procedures and Materials.
• Second, look at the Accommodation Triangle.
• Consider and encourage student independence
when appropriate.
• Contact TEA if the student requires a Type 3
accommodation; additional instructions are
provided by TEA for some accommodations.
• Record the accommodation on the answer document
and consider it when interpreting test results.
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The Accommodation Triangle
“I liked the triangle idea of
accommodations. The lay out
was a good design.”
• Type 1 – for students with a specific
need who routinely, independently,
and effectively use the
accommodation during classroom
instruction and testing
• Type 2 – includes requirements of
Type 1 plus additional specific
eligibility criteria
• Type 3– for students who meet all
the eligibility criteria listed; submit
an Accommodation Request Form
(ARF) to TEA; document as
“pending TEA approval;” if denied
by TEA, campus must be prepared to
meet student’s needs with allowable
accommodations
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For STAAR program
and TELPAS
But…Not all
accommodations
are applicable
to all assessments.
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This type of document
opens when the link to
an accommodation in
the triangle is clicked.
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Eligibility Criteria
• This section lists the criteria that a student must
meet to use the accommodation.
• Checkboxes are provided for possible recordkeeping.
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Feedback: Eligibility Criteria
• “The eligibility criteria for each
accommodation was very helpful. There are a
few cases where the information is still too
vague and left up to interpretation…”
• “The multiple eligibility criteria are confusing.
Is just one box necessary or must all boxes be
checked?”
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Eligibility Criteria
• Supplemental Aid example– the committee must
check each of the boxes in the circle below. All
boxes must be checked, not just one.
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Eligibility Criteria
• Photocopy example– sometimes the criteria
includes “meets at least one of the following.”
The first 3 boxes must be checked; then there are
choices for the 4th box. You must pick at least
one based on student need.
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Mathematics Scribe
• Type 3
• Requires ARF if the student meets all of the
eligibility criteria listed
• Last year it was considered under the “Other”
category
• Allows a test administrator to record a student’s
dictated scratch work and computations when a
disabling condition prevents the student from
accomplishing this task independently.
• Applies to all math and science tests
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Mathematics Scribe
• Summary of Eligibility
▫ Routinely and effectively uses this accommodation
▫ Unable to independently and effectively use scratch paper
or a calculator
▫ Temporary or permanent physically disabling condition or
impairment in vision
• The eligibility criteria describes a student with a
significant physical disability. Therefore, approvals for
this accommodation are rare.
• In 2012, only 33 ARFs were approved for Math Scribe.
• Approved ARFs receive specific guidelines outlining the
interaction between the student and test administrator
that is and is not allowed
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Accommodation Policies with Changes
•
•
•
•
•
Oral Administration
Spelling Assistance
Mathematics Manipulatives
Dictionary
Complex Transcribing
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Oral Administration
• Additions:
▫ Required reference materials may be read aloud to
an eligible student
 Required dictionaries for reading and writing tests
 Required math and science reference materials
▫ Student Scenarios to clarify FAQs
• Clarification:
▫ Allowable accommodations may be read aloud to
an eligible student (e.g., dictionary or
supplemental aid)
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Oral Administration
• Still prohibited:
▫ Reading selections may never be read aloud to a
student.
▫ Revising and editing passages, test questions, and
answer choices may never be read aloud to a
student.
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Oral Administration
“Why can’t the test administrator read aloud the
questions prior to the student reading the passage?
This is a valid reading strategy for struggling
readers.”
• The student who does not receive an oral administration
can approach the test questions any way he/she chooses.
• However, the student receiving an oral administration of
the entire test does not have this latitude since the test
administrator must read the questions and answers in
the order presented.
• The oral administration must have a standardized
format across the state. When a test administrator is
interacting with a student to this degree during statewide
testing, very specific guidelines must be laid out.
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Oral Administration
“What does ‘have evidence of a reading difficulty’ mean?
One grade-level behind? Two or more? Qualifies for
special education in reading?”
• “Evidence of reading difficulties” is not intended to mean that the
student is identified as learning disabled in reading. Nor does it
mean that a student is a certain number of years below grade level.
• Some students may have a disability, either cognitive or emotional
for instance, that directly impacts their ability to decode text.
• The documentation must contain evidence that the student has
reading difficulties and is receiving accommodations to support this
need.
▫ Example Evidence: diagnostic test results, observational reports, class
grades with and without reading support, goals/objectives
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Oral Administration
Remember:
• Just because a student has reading difficulties doesn’t mean
an oral administration is going to help. This accommodation
should be used only for students who use it ROUTINELY and
EFFECTIVELY in the class.
• “Evidence” = documentation
• “Reading Difficulties” = a problem reading
• Don’t focus on the student’s disability or label
• Focus on the accommodations the student is using in class to
address his/her needs
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Spelling Assistance
• Deletion under Examples/Types:
▫ The dictionary for grade 4 writing has been removed
from Spelling Assistance and added to the Dictionary
accommodation policy.
▫ A dictionary is still allowed as a form of spelling
assistance, just under a different policy.
▫ This was done so that all dictionary accommodations
were located under one policy.
• New bullet under Special Instructions/
Considerations:
▫ Internet access must be disabled when using
technology-based methods (e.g., word processor,
software) as spelling assistance.
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Dictionary
• Additions:
▫ Description now includes the dictionary as a form
of spelling assistance for grade 4 writing tests (in
addition to facilitating comprehension of
unfamiliar words for reading tests)
▫ Now applies to grade 4 writing test (as well as
grades 3-5 reading tests)
▫ Eligibility now addresses student needs for
spelling assistance on writing tests (as well as
memory retrieval/decoding on reading tests)
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Mathematics Manipulatives
• Addition under Examples/Types:
▫ Translucent (tracing) paper
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Complex Transcribing
• Changes to Eligibility Criteria:
▫ Meets at least one of the following
 Temporary or permanent impairment in vision…
 Temporary or permanent physically disabling condition
(e.g., muscular dystrophy, cerebral palsy, arthritis,
physical abnormality of the hands) that prevents him or
her from independently and effectively recording responses…
• The following examples clarify how ARFs are approved
or denied by TEA.
▫ These are ONLY EXAMPLES. They do not represent every
approval or denial. They are not intended to provide “key
words” for an approval of an ARF. All ARF decisions are
based on individual student needs and whether the school
has exhausted all other options.
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Complex Transcribing: Denied
▫ Complex Transcribing is NOT for students who
spell poorly or cannot organize and develop a
written response. This is part of what is being
scored on the assessment.
Translation: When I went on the cruise they
had lobster bisque with shrimp and butter,
escargot, lobster. Big twisted slide…
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Complex Transcribing: Approved
▫ Complex Transcribing IS for students who cannot
produce a written response through handwriting,
typing, speech-to-text, etc. This accommodation
shouldn’t be provided so that the student can pass the
assessment. It should be provided because it’s the only
way the student can access the written composition
portion of the assessment.
 Example: Student has severe cerebral palsy or muscular
dystrophy in which he has no use/limited use of hands.
Holding a writing utensil may be painful, impossible, or
ineffective (e.g., would take a week to complete a
response because of the rate student writes). Typing or
speech-to-text may not be available, not appropriate, or
not mastered yet.
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Complex Transcribing
• The eligibility criteria describes a student with a
significant physical disability. Therefore,
approvals for this accommodation are rare.
• In 2012, 105 ARFs were approved out of 328
that were received.
• That’s 105 students out of 1.5 million students
who took one of the writing tests.
▫ 0.000007% of the population who took writing
tests.
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Accommodation Policies with
No Changes (Clarifications Only)
• Individual or SmallGroup Administration
• Reminders to Stay on
Task
• Amplification Devices
• Projection Devices
• Manipulating Test
Materials
• Calculation Devices
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•
•
•
•
Basic Transcribing
Supplemental Aids
Large Print
Braille
Photocopying Test
Materials
• Other
• Not all of the
accommodations listed
here have a slide
summarizing the
clarifications.
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Accommodation Policies with
No Changes (Clarifications Only)
• Individual or SmallGroup Administration
• Reminders to Stay on
Task
• Amplification Devices
• Projection Devices
• Manipulating Test
Materials
• Calculation Devices
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•
•
•
•
Basic Transcribing
Supplemental Aids
Large Print
Braille
Photocopying Test
Materials
• Other
• Not every clarification
is summarized here.
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Clarifications to Many Policies
• A student who uses this accommodation/procedure/
material may need to complete the test in a separate
setting to eliminate distractions to other students and
to ensure the confidentiality of the test. Testing in a
separate setting for this purpose is not considered the
Individual or Small-Group Administration
accommodation.
▫ This new statement appears with many accommodations as
well as optional test administration procedures/materials.
▫ Intended to eliminate any confusion about when to mark
Type 1 on the answer document to indicate an Individual or
Small-Group Administration.
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Manipulating Test Materials
• Added to Examples/Types:
▫ Highlighting per student directions
▫ “…per student directions” to each example
• Added to Special Instructions/Considerations:
▫ Manipulating test materials must be done by a
trained test administrator who has signed the
“Oath of Test Security and Confidentiality for Test
Administrator.” This includes the bottom section
of the oath for test administrators who are
authorized to view secure statewide assessments…
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Calculation Devices
• No changes to the eligibility criteria
• Added a Student Scenario
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Basic Transcribing
• No changes to eligibility criteria
• Clarifications to Special Instructions/
Considerations:
▫ The student must be given the full time allotted to
complete the entire test. If necessary, the test
administrator may transfer the student's final
responses onto the answer document after the testing
period has ended. In this situation, the test
administrator must ensure that he or she can read and
understand the student's intended responses. Any
interaction with the student regarding the intended
responses is prohibited after the testing period has
ended.
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Feedback: Supplemental Aids
• “Additional supplemental aids should not be
added to the list. The issue is that teachers do
not use them in class or analyze their
effectiveness. That is the crux of all
accommodation policy, in my opinion.”
• “I love the limited number of supplemental aids.
The descriptions were very specific and made the
approval process much easier than in the past.
Don’t change a thing.”
• “What exactly is an acceptable supplemental
aid? Why not have standardized supplemental
aids that can be printed off and used for every
district?”
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Supplemental Aids
• Teachers create supplemental aids to meet the needs of
students during instruction.
• TEA does not create supplemental aids.
• In the TAKS program, teachers submitted ARFs with
attached supplemental aids to TEA for review in
consideration for use on the statewide assessments. This
was how the list of allowable supplemental aids started.
• Any additions to the allowable list need to come from
teachers as specific examples of what their students are
using in the classroom to support the TEKS.
• In the 2012 feedback, many educators suggested we add
more high-school math or science supplemental aids.
But these suggestions did not include any specific
examples.
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Supplemental Aids
• Clarifications to Special Instructions/
Considerations:
▫ Supplemental aids should be individualized for
each student…it is not appropriate to provide all
students the exact same set of supplemental aids.
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Photocopying Test Materials
• Clarifications to Special Instructions/
Considerations:
▫ The following documents may be photocopied for
use during testing without submitting an ARF:
 Test administration directions given verbally
before/after testing
 Blank answer documents (not for training students
how to use the answer document before testing)
 The state-supplied mathematics graph paper
 The state supplied reference materials for grade 8
science, chemistry, physics, Algebra I, geometry, and
Algebra II
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Photocopying Test Materials
• Clarifications to Special Instructions/
Considerations:
▫ The state-supplied mathematics reference
materials for grades 3-8 contain rulers that could
be distorted when photocopied or enlarged, thus
resulting in inaccurate measurements.
▫ Call TEA’s Accommodations Task Force for
guidance.
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Other
• This category is for accommodations for students
with disabilities who have unique needs that are
not specifically addressed in the Accommodation
Triangle
• Type 3 = ARF
• Added under Examples/Types:
Examples that MAY fit the category of Other
▫ Assistive technology that is not addressed under
Examples/Types of accommodation policies
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Extra Time (Same Day)
• Proposing a few additions
▫ Eligibility Criteria
▫ Student Scenarios
• Clarifications to better distinguish between
medical breaks to the nurse and the Extra Time
accommodation policy
• Will be trained at the October 16 TETN
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Extra Day
• Proposing a few additions
▫ Eligibility Criteria
• Will be trained at the October 16 TETN
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Feedback: Checklists and Charts
• “Create a checklist that could be used in ARDs
and 504 meetings that lists every
accommodation and test option available to
that student. Accommodations could be
checked off…”
• “The webpage was horribly cumbersome to
access and use…I highly suggest looking at
other at-a-glance resources that were
developed from your triangle. We opted to use
those charts rather than directing folks to the
TEA triangle.”
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Feedback: Checklists and Charts
• Caution about using non-TEA checklists that
summarize accommodation policies…
• TEA would like to collect any charts or at-aglance checklists that districts create based on
the accommodation policies.
• TEA can post on our webpage for all districts to
use if they contain accurate information.
• TEA will give your district credit for its creativity
and innovation.
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Optional Test Administration
Procedures and Materials
• Not testing accommodations
• Located in
▫ 2013 DCCM
▫ Test Administration Manuals webpage
▫ Related resource under Accommodations for Students with
Disabilities webpage
• May be provided to any student based on his or her needs but
not intended for every student in a classroom or disability
category
• Student must have sufficient experience using it and it must be
effective in meeting student needs
• Should be made available to students who need them but cannot
require their use
• Local documentation only for planning during test day
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Optional Test Administration
Procedures and Materials
• Added “Special Lighting Conditions”
▫ natural lighting or desk lamps are just 2 examples
• Added examples of “Scratch Paper or Another
Workspace”
▫ blank paper, colored paper, lined paper, graph paper,
butcher paper, adhesive notes, chalkboard, white
board
• Added example under “Blank Place Markers”
▫ bubbling tool / bubbling template
• Added Crayons to “Highlighters and Colored
Pencils”
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Optional Test Administration
Procedures and Materials
• Changed requirements for “Reading Aloud or
Signing the Writing Prompt”
▫ For any student who requests this assistance
▫ New: If the IEP/IAP documentation
includes this assistance, the student does
not have to request it; the test
administrator can just read it
▫ Applies only to the personal narrative, expository,
literary, or persuasive writing prompts
▫ The English III analytical prompt may never be
read aloud to any student.
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Guidelines for Recording
Accommodations on the Answer
Document
• Added and clarified:
▫ Mark the accommodation type for each
accommodation that is documented and made
available to the student, even if the student did not
use the accommodation during testing.
• A similar process for recording accommodations
applies to the online test
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Deadlines for Accommodation Request
Forms
• Accommodation Request Forms must be received by
TEA far enough in advance to allow time for
processing. This is usually at least one week
prior to the Monday of a testing week or
window. Requests sent after this deadline will NOT
be processed unless circumstances involving the
student change after the deadline (e.g., newly
enrolled student, medical emergency, updated ARD
committee decision). In these circumstances, the
district testing coordinator should contact TEA’s
Student Assessment Division at 512-463-9536 for
further instructions.
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Deadlines for Accommodation Request
Forms
Test Administration
Submission Deadline
• October 22-25, 2012
TAKS & TAKS (Accommodated)
XL Retests
• October 15, 5:00 PM CST
• December 3-7, 2012
STAAR English I, II, & III
Reading and Writing
• November 26, 5:00 PM CST
• December 3-14, 2012
STAAR End-of-Course
Assessment Window
• November 26, 5:00 PM CST
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Accommodations for Students in the
TAKS Program
• Students in grade 11 or taking exit-level TAKS
• Use the 2010-2011 Accommodations Manual
• TAKS Accommodations Resources at
http://www.tea.state.tx.us/student.assessment
/taks/accommodations/
TEA TETN #14294
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TEA TETN #14294
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Contact Information
 Check the webpages for latest postings before
calling or e-mailing.
 E-mail: [email protected]
[email protected]
 Phone number: 512.463.9536
TEA TETN #14294

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