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Modifications and accomodations

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Modifications and accomodations Presentation Transcript

  • 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/resources/
  • 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