Transcript What Accommodations Are - Goose Creek Consolidated

Goose Creek CISD
Special Education
2012 - 2013
Districtwide Staff Development Conference
February 15, 2013
An Overview and Update of TEA’s
Policies
Goose Creek Memorial Feeder:
Pauline Timmons- Brown, Coordinator
Sterling Feeder:
Carmen Figueroa, Coordinator
Mandie Yasso, Diagnostician
Lee Feeder:
Kelley Watt, Coordinator
Belinda Williams, Diagnostician
• Make yourself comfortable – take a break if you
need it.
• Set aside and silence all electronics.
• Take full advantage of being together today by
being an active participant.
• Creating a safe environment is key to sharing
concerns and challenges.
• Enjoy the Session!
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Please Note:
This training does
NOT take the place of
reading the appropriate
manuals.
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4.
Specific Accommodations Policies
Accommodations for Students with
Disabilities
The Accommodations Triangle
Policy Changes
http://www.tea.state.tx.us/student.assessment/staar/
For purposes of statewide assessments, a student needing
accommodations due to a disability includes:
•
A student with an identified disability who receives
special education services and meets established
eligibility criteria for certain accommodations;
•
A student with an identified disability who receives
Section 504 services and meets established eligibility
criteria for certain accommodations;
•
A student with a disabling condition who does not
receive special education or Section 504 services but
meets established eligibility criteria for certain
accommodations.
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For students receiving special education services,
the IEP committee;
For students receiving Section 504 services,
Section 504 placement committee;
Where a student does not receive services but
meets eligibility criteria because of a disabling
condition, the decision is made by an appropriate
team at the campus level.
Applies to students taking STAAR, STAAR
Spanish, STAAR Modified, STAAR L, and
TELPAS.
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Some procedures and materials that have been
“testing accommodations” in previous years will
now be considered “Optional Test
Administration Procedures and Materials”
Available to any student who needs them
Not intended for every student in a class or
disability category
Related to best practices for instruction
Used during the statewide assessment but is not
recorded on student’s answer document
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Reading the test aloud to self
Colored overlays
Blank place markers
Preferential seating
Scratch paper
Magnifying devices
Special lighting
Highlighters / colored pencils
Signed directions
Minimize distractions
Reading assistance for Grade 3 Math
The use of
accommodations
should be
occurring in the
classroom on a
daily basis.
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Are changes to instructional materials,
procedures, or techniques that are made on
an individual basis and allow a student
with a disability to participate in gradelevel or course instruction and testing.
Should be evaluated regularly to
determine effectiveness and to help plan
for accommodations the student will need
each year.
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Are NOT changes to the content being
assessed and should not replace the
teaching of subject-specific knowledge
and skills as outlined in the TEKS.
Should NOT be provided to an entire
group of students, such as those in the
same class or with the same disability.
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Changes to instructional materials, procedures, or
techniques that allow a student with a disability to
participate meaningfully in grade-level or course
instruction;
Should be effective in allowing a student access to the
TEKS;
Must be individualized for each student;
Intended to reduce the effect of a student’s disability;
Should be routinely used during classroom instruction and
testing;
May be appropriate for classroom use but may not be
appropriate or allowed for use on a statewide assessment;
Should be documented in the appropriate student
paperwork;
Should be evaluated regularly to determine effectiveness.
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Necessary for every student;
Changes to the performance criteria of an
assignment or assessment;
Changes to the content being assessed and should
not replace the teaching of subject-specific
knowledge and skills as outlined in the TEKS;
Should not be provided to an entire group of
students;
Intended to provide a student with a disability an
advantage;
Should not be provided to a student without
evidence of effectiveness from year to year.
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Accommodations provided to students
during classroom instruction and testing may
differ from those allowed for use on statewide
assessments;
Should not discourage the use of appropriate
accommodations during instruction;
Opportunity to learn verses measuring
mastery of state-mandated curriculum.
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After determining the instructional
accommodations that are effective for a student,
determine whether the accommodation(s) are
allowed on a statewide assessment.
The Accommodation Triangle organizes
accommodations for students with disabilities by
type in accordance with the specificity of the
eligibility criteria and the need for TEA approval.
The accommodation type is recorded on the
student’s answer document.
The Accommodation Triangle
Type 1
Type 2
Type 3
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Routinely
-Used often enough that student is familiar and comfortable using
accommodation on a statewide assessment
-Not necessarily used every day
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Independently
-Only applicable to some accommodations (e.g., applies to use
of a calculator but not to an oral administration)
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Effectively
-Accommodation meets student needs as evidenced by scores
and observations with or without accommodation use
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Available to students who have a specific need;
For students who routinely, independently, and
effectively use the accommodation during
classroom instruction and testing;
It is not necessary to submit an Accommodation
Request Form to TEA;
Examples include:
Individual or small-group administration
 Reminders to stay on task
 Amplification devices
 Projection devices
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Includes the requirements of Type 1, along
with specific eligibility criteria;
It is not necessary to submit an
Accommodation Request Form to TEA;
Examples include:
Spelling assistance
 Math manipulatives
 Calculation devices
 Supplemental aids
 Extra time
 Large print
 Dictionary
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Requires the submission of an
Accommodation Request Form to TEA;
Determined by the appropriate team at the
campus level (e.g., ARD committee, Section
504 placement committee, RTI team, student
assistance team);
Student must meet ALL eligibility criteria
listed;
Examples include:
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Transcribing
Photocopy
Extra Day
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The Accommodation Triangle
Description of Accommodation
Supplemental aids are paper-based resources that assist a
student in recalling information.
Assessments
For a student who meets the eligibility criteria, this
accommodation may be used on
•STAAR
•STAAR Spanish
•STAAR Modified
•STAAR L
Student Eligibility Criteria
A student may use this accommodation if he or she
receives special education services,
routinely, independently, and effectively uses this
accommodation during classroom instruction and testing, and
has a disability that affects memory retrieval, focus, or
organization that is severe enough to prevent him or her from
learning and retaining information as effectively as non-disabled
peers despite multiple opportunities to learn, varied instructional
strategies, and high-quality instruction.
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If the eligibility criteria looks similar to this…
…then the student must meet ALL of the
criteria listed
“and” means that ALL lines with a check box
must be true
Texas Education Agency
Fall 2012
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If the eligibility criteria looks like this
Then the student must meet ALL of the first few bullets
AND
ONE of last few bullets.
Texas Education Agency
Fall 2012
TEA 12/2011
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Only the following supplemental aids listed
are allowed for eligible students:
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Mnemonic Devices (all subjects)
Blank Graphic Organizers (all subjects)
Math Charts (mathematics)
Graphics & Pictorial Models (mathematics)
Grammar & Mechanics Rules (written composition)
Graphics (science / social studies)
No accommodation request form is required;
There is no special request process for
additional supplemental aids.
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Mnemonic devices may be used for ALL
subjects.
A mnemonic device is a learning technique
that assists with memory. Only mnemonic
devices that are acronyms or phrases based
on an acronym should be used. The subjectspecific words that the mnemonic
represents are NEVER allowed.
PEMDAS
or
Please
Excuse
My
Dear
Aunt
Sally
TEA 12/2011
DMSB
or
Dad
Mother
Sister
Brother
KPCOFGS
or
King
Philip
Came
Over
For
Good
Spaghetti
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Parentheses
Exponents
Multiplication
Division
Addition
Subtraction
Divide
Multiply
Subtract
Bring down
Kingdom
Phylum
Class
Order
Family
Genus
Species
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Blank graphic organizers may be used for
ALL subjects.
Blank graphic organizers should NEVER
contain titles, words, labels, colors used
as labels, pictures, acronyms,
mnemonics, numbers, symbols, or
variables.
Group
1
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1
&
2
Group
2
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Tertiary
Consumer
Secondary
Consumer
Primary Consumer
Primary Producer
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G
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Addition charts may be used.
The addition chart must be a grid used to
find the sum, not a list of addition facts.
Each axis may be numbered up to 9, but
no higher than 9. Indicating special
numbers (e.g., highlighting or circling
even numbers within the body of the
chart) is NEVER allowed.
TEA 12/2011
1+1=2
2+2=4
3+3=6
4+4=8
5 + 5 = 10
6 + 6 = 12
7 + 7 = 14
8 + 8 = 16
9 + 9 = 18
10 + 10 =
20
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Multiplication charts may be used.
The multiplication chart must be a
grid used to find the product, not a
list of multiplication facts. Each
axis may be numbered up to 12,
but no higher than 12. Indicating
special numbers (e.g., highlighting
or circling perfect squares within
the body of the chart) is NEVER
allowed.
Mathematics: Multiplication Charts
X
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1x0=0
2x0=0
1x1=1
2x1=2
1x2=2
2x2=4
1x3=3
X
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A 100 chart may be used.
Indicating special numbers (e.g.,
highlighting or circling prime numbers
within the body of the chart) is NEVER
allowed.
TEA 12/2011
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A place value chart may be used.
Words for place value labels and a
decimal point are allowed only if they
are grade-appropriate. Including
numbers as specific examples is NEVER
allowed.
7 1
.
2
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Pictorial models of fraction bars or
fraction circles may be used.
The models may be labeled to show
each individual fraction, but they
should NEVER show equivalencies or a
cumulative sequence.
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Pictorial models of one-, two-, and threedimensional figures may be used.
The figures may NEVER contain titles,
words, labels, colors used as labels,
acronyms, mnemonics, numbers, symbols,
or variables.
A pictorial model of a geometric figure
may be provided in either threedimensional form or two-dimensional
form (net), but NOT in both forms.
TRIANGLE
vertex
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NOT 3-D and 2-D on the
same aid
OR
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A list of grade-appropriate grammar
and mechanics rules may be used.
This list may NEVER contain any
specific examples.
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Graphics of scientific concepts may be
used.
The graphics should NEVER contain
titles, words, labels, colors used as
labels, acronyms, mnemonics, numbers,
symbols, or variables.
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Formula triangles representing
relationships between variables may be
used.
Only formulas that appear on the
appropriate state-supplied reference
materials may be represented. The
triangles may only include variables.
Symbols for mathematical operations
(e.g., x, ÷) are NEVER allowed.
Science: Formula Triangles
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Work =
(force)(distance)
W
F
Work
÷
force X distance
Density =
mass/volume
d
m
D
V
mass
density volume
TEA
12/2011
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Blank maps may be used.
Blank maps should NEVER contain titles,
words, labels, colors used a labels,
pictures, acronyms, mnemonics, numbers,
symbols, or variables. A student could use
both physical and political world or U.S.
maps.
In addition, unlabeled maps that represent
historic events may be used (e.g.,
an unlabeled map that represents the
stages of U.S. territorial expansion).
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Timelines may be used if they contain
only dates.
Labeling the events connected with
those dates in any way is NEVER
allowed.
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If the use of an accommodation is distracting to other
students or compromises the security of the test, an
individual administration is required.
Colors may be used in a supplemental aid to enhance
readability or improve tracking, but may never be used
as a label.
Pictures may be used in pictorial models of geometric
figures and graphics of scientific concepts, but not in
other supplemental aids.
Using a supplemental aid as an accommodation during
classroom instruction and testing should not replace
the teaching of subject-specific skills as outlined in the
TEKS.
TEA 12/2011
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The student must be able to understand the
information that the supplemental aid provides and
simply need assistance recalling the concepts.
The test administrator may not remind the student to
use the supplemental aid or explain to the student the
information included on the supplemental aid.
The supplemental aid must be factual and error-free.
The supplemental aid must be concise and well
organized so that a student can easily access the
information.
If a student writes on the supplemental aid while
taking the statewide assessment, the supplemental
aid must be destroyed after testing.
TEA 12/2011
TEA TETN #14294
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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
TEA TETN #14294
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Summary of Eligibility
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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
TEA TETN #14294
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Available Resources
What resources are available to help with
Accommodations for Students with
Disabilities?
http://www.tea.state.tx.us/student.assessment
/accommodations/staar-telpas/#triangle
Thank You
For Your
Participation
Today!
The mission of the
GCCISD Special Education
Department is to support the
campuses in order to nurture
inclusionary environments,
enhance student achievement,
and maintain compliant special
education programs.