modifications and accomodations
DESCRIPTION
TRANSCRIPT
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