1. 2010-2011 Accommodations Manual

2.  Four indicators put us at Stage 2 intervention
 Core committee
 Continuous Improvement Plan
 Public meetings

3.  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

4.  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

5.  Must be the first consideration
 Appropriate for students who receive
instruction in general education
 And who require accommodations that are
allowable on this exam

6.  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

7.  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

8.  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

9.  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

10.  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.

11.  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

12.  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

13.  Presentation- i.e. overlays
 Response-i.e. writing answers in booklet
 Setting-i.e. small group
 Timing and Scheduling-i.e. frequent breaks

14.  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

15.  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/re

16.  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

17.  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.

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

19.  Standard dictionary
 Mnemonic devices
 Checklists that contain “general info on how a
careful reader interacts with text”
 Graphic organizers

20.  Mnemonic devices
 Checklists that remind a student of necessary
steps (can’t be too specific)
 Grade appropriate grammar rules
 List of grade appropriate vocabulary

21.  Standard Dictionary
 Mnemonic devices
 Blank maps
 Blank timelines
 Skills checklists

22.  Graphics that are not labeled
 Additions charts
 Multiplication charts
 Blank Graphic organizers