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Modifications and accomodations



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  • 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. 
  • 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