Transcript Slide 1

It is the Vision of Region 8 ESC to
develop a district - wide systemic
culture to sustain a high performing
learning community.
It is the mission of Region 8 ESC to
create partnerships between school
districts, teachers, school board
members, universities and community
colleges, community members and
business leaders to provide quality
services for school improvement that
will prepare students to cope with the
challenges of the future.
Agenda
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Purpose of Training
Components of the 2008 Assessment Program
Key Changes to the Accommodations Manual
General Information About Accommodations
How to Use the Accommodations by Category Chart
Key Changes to Accommodation Policy
Accommodation Request Process
Linguistically Accommodated Testing (LAT)
Texas English Language Proficiency Assessment
System (TELPAS)
Questions and Answers
Contact Information
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Purpose of Training

Updates to 2008-2009 accommodation policy for all
students taking
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TAKS
TAKS (Accommodated)
TAKS-M
LAT
TELPAS
Guidance in selecting, administering, and evaluating
the use of accommodations on these assessments
 Information about the process for requesting
accommodations for use on these assessments
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Accommodations Manual
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Gen. Info
Acc. Chart
Adm. Asmt.
Eval. Accom
LAT
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Accommodations Manual
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Components of the 2008
Texas Assessment Program
Information about accommodations available for End-of-Course (EOC) Assessments will
be included in future manuals when operational EOC assessments become mandatory.

Texas Assessment of Knowledge and
Skills (TAKS)
– A general assessment based on grade-level
academic achievement standards

TAKS (Accommodated)
– A general assessment based on the same gradelevel academic achievement standards as TAKS
for students receiving special education services
who meet the eligibility criteria for specific
accommodations
– Includes format changes (larger font and fewer
items per page) and contains no embedded fieldtest items

TAKS–Modified (TAKS–M)
– An alternate assessment based on modified academic
achievement standards for students receiving special
education services who meet participation requirements
for TAKS–M
– Includes changes in format (e.g., larger font, fewer items
per page) and test design (e.g., fewer answer choices,
simpler vocabulary and sentence structure).

TAKS–Alternate (TAKS–Alt)
– An alternate assessment based on alternate academic
achievement standards for students with significant
cognitive disabilities receiving special education services
who meet the participation requirements.
– Not a traditional paper/pencil or multiple-choice test teachers observe students as they complete assessment
tasks that link to grade-level TEKS curriculum, then
submit results and evidence through online instrument

Linguistically Accommodated Testing (LAT)
– An assessment process for recent immigrant English language
learners (ELLs) who are granted a limited English proficiency
(LEP) exemption from TAKS under state law but are required
to be assessed in certain grades and subjects under the No
Child Left Behind Act (NCLB)
– Provides linguistic accommodations that help recent immigrant
ELLs better understand the language used on TAKS, TAKS
(Accommodated), and TAKS-M

Texas English Language Proficiency Assessment
System (TELPAS)
– K-12 assessments of listening, speaking, reading and writing
that measure the progress ELLs make in learning English
– Composed of multiple-choice reading tests for grades 2-12 and
holistically rated assessments based on student observations
and written student work
– 2-12 reading tests to be administered as an online testing
program as of spring 2009 (in rare cases a paper-based
administration may be approved by TEA for a student)
Key Changes to the
Accommodations Manual

LAT
– Information regarding the LAT process for eligible
ELLs, including those receiving special education
services, now available in section of this manual
entitled “Linguistically Accommodated Testing
(LAT)”

TELPAS
– Accommodations for students taking TELPAS
reading tests in grades 2-12 now included in this
manual

Reorganization and Addition of New
Appendices
– Participation requirements for certain state assessments
(Appendix A)
– Eligibility criteria for specific accommodations (Appendix B)
– Teacher tools that districts have the option of using if
needed (Appendix C)
– Expanded information about the accommodation request
process (Appendix D)
– General instructions for administering braille and large-print
tests (Appendix E)
– List of supplemental aids allowed for TAKS
(Accommodated) without submission and approval of
Accommodation Request Form (Appendix F)
– New appendix regarding administering tests to students
who are deaf or hard of hearing will be posted separately
at a later date

New Accommodations Policy Changes and
Clarifications
– Policies changed and clarified as part of ongoing efforts to
improve access to state assessments for all students
– Implemented with the spring 2009 administrations
– Should result in a significant reduction of Accommodation
Request Form submissions

Online Accommodation Request Form
– District testing coordinators can submit Accommodation
Request Forms through online system (similar to online
incident report)
– Open to all districts by December 2008
– Intended to reduce number of faxed or e-mailed requests
– Paper requests can still be submitted
General Information About
Accommodations
 Federal
(NCLB, IDEA, 504) and State
(TEC, TAC) legislative requirements
–Students to be assessed in designated
grades and subjects
–Students to be provided reasonable
accommodations on assessments

Accommodations
– Practices and procedures that do not reduce
learning expectations but provide equitable
access to grade-level curriculum
– Provided on an individual basis, taking into
consideration the needs of each student
– May be appropriate for instructional use, but may
not be appropriate for use on a standardized
assessment
– Should not be simply a matter of convenience but
a tool that does not compromise the content
being tested and is necessary for student success
– Should be routinely used in classroom instruction
and testing
 Accommodations
are for
–general education students with special
needs,
–students served by Section 504 of
Rehabilitation Act of 1973,
–English language learners, and
–students with disabilities who receive
special education services.
Types of Accommodations
– Presentation Accommodations
 Allow students to access information in ways that do not
require them to visually read standard print
– Response Accommodations
 Allow students to complete assignments, tests, and activities
in different ways or to solve or organize problems using some
type of assistive device
– Setting Accommodations
 Change the location in which a test or assignment is given
– Timing/Scheduling Accommodations
 Alter the allowable length of time to complete a test or
assignment
Category will
be coded on
answer
document

Selecting accommodations for assessment of
individual students
– Gather and review information about student’s
needs and present level of performance in
relation to
 Grade-level TEKS, or
 Linguistic needs
– Be familiar with accommodation policy for
each state-required assessment
– Involve students in accommodation selection
 Documenting
Accommodation Use
– Testing Accommodations
 IEP for students receiving special education
services
 IAP for students receiving services through
section 504
 Local policies for general education students
 Permanent record file for ELLs
– Linguistic Accommodations for LAT
 Permanent record file for ELLs not receiving
special education services
 IEP and permanent record file for ELLs receiving
special education services

When documenting accommodations, it is
important to remember that
– for ELLs receiving special education services, the
ARD and the LPAC should work together to
determine how best to address each student’s
linguistic and special education needs during
instruction and assessment
– when an accommodation requires the submission
and approval of an Accommodation Request
Form, documentation should specify that the
accommodation may only be used on state
assessment pending approval from TEA

Administering Assessments With Accommodations
– Accommodations used by students on state
assessments must be the same as those routinely
used in instruction and testing
– Exceptions are rare and usually involve emergency
situations that occur the day of the test
– School staff must communicate to plan for logistics
and provisions of assessment accommodations on
test day
– All educators must know and understand the
requirements related to administering state
assessments, including the use of accommodations
– Test security and the standardized and ethical
administration of assessments must be ensured

Evaluating and Improving the Use of
Accommodations
– Ongoing assessment of student need should be
part of every student’s instructional program
– Collecting and analyzing data on the use and
effectiveness of accommodations helps ensure
meaningful participation of students in state
assessments
– Data on the use and impact of
accommodations during assessments may
 reveal questionable patterns of
accommodations use
 support the continued use of some
accommodations but require the rethinking
of others
 indicate areas in which campus and district
level staff need additional training and
support
How to Use the
“Accommodations by Category”
Chart
Accommodations allowed on TAKS–Alt are listed on the
“Presentation Supports/Materials” document that is the
Accommodations Manual and on the TAKS-Alt Resources
website.
These abbreviations represent the
accommodation category that should be
bubbled on the scorable document.
In most cases, the abbreviation will
correspond to the four accommodation
categories of presentation, response, setting,
and timing and scheduling (P, R, S, or T).
For large print, braille, the Dyslexia Bundle,
and oral administration, though, the test
administrator will bubble LP, BR, DB, and/or
OA, respectively. It is not necessary to
bubble any other category unless the student
received additional accommodations.
For online administrations, the test
administrator would record the
accommodation category after testing is
completed.
Checkmarks indicate whether
an accommodation may be
used by an eligible student
during TAKS, TAKS
(Accommodated), TAKS–M, or
2-12 TELPAS reading
administrations.
In most cases, the
accommodations listed for
TAKS, TAKS (Accommodated),
and TAKS–M are available for
eligible students who
participate in LAT
administrations of these
assessments.
The asterisk means
that this
accommodation is
applicable only for
paper administrations
of grades 2-12 TELPAS
reading tests.
A student may use a large-print version of the test if he or she has a
visual impairment and routinely uses large-print materials in the
classroom. An Accommodation Request Form is not required if the
student meets these conditions. In most cases, large-print tests should be
ordered only for students with visual impairments.
Amplification devices help reduce the interference of background noise,
override poor acoustics, and reduce the effect of distance between the
student and the test administrator. A student may use an amplification
device, such as a frequency modulated (FM) system, if the student is
identified as having a hearing impairment and/or has a disability
that affects the student’s ability to focus or concentrate in largegroup situations. An Accommodation Request Form is not required.
Eligibility for use of
accommodations is
described by the
conditions listed
below each
accommodation.
In some cases, it is
the responsibility of
the school to
determine whether
the student meets
these conditions. If
the conditions are
met, no request is
required.
If a student does not have a visual impairment and/or does not routinely use
large-print materials in the classroom, an Accommodation Request Form that
specifically states why the student needs this accommodation must be
submitted to TEA for approval.
Italicized text appears when an
accommodation requires the
submission and approval of an
Accommodation Request Form prior
to student use. Read this text
carefully since the submission of a
request applies to specific groups of
students (e.g., certain grades only).
Some accommodations (DB, OA) have
specific eligibility criteria found in the
appendix that students must meet in
order to use the accommodation. In
these cases, eligibility is determined
locally and no Accommodation Request
Form is required.
See Appendix B for specific requirements concerning eligibility and
decision-making authority for the dyslexia bundled accommodations. Only
students who meet the eligibility criteria outlined in Appendix B may
use this accommodation. An Accommodation Request Form is not
required.
Key Changes to
Accommodation Policy
Large Print
No changes to policy
 Separate eligibility page has been deleted
and information has been included in the
“Accommodations by Category” chart
 Accommodation Request Form is not
required if a student has a visual impairment
and routinely uses large-print materials in
the classroom

Reading Aloud Questions and Answers
on TAKS-M Reading

An accommodation beginning this year
– No longer a required part of test administration
– ARD committees have determined student need and
routine use

Not necessary to convene a special ARD committee
meeting to address this accommodation, but at next
scheduled meeting ARD committees must determine
– whether this accommodation is necessary
– if student needs all test questions and answer choices
read or if the accommodation will be provided as needed
per student request

An Accommodation Request Form is not required
Sign/Translate Directions
Included once again as an allowable
accommodation
 No policy changes
 Directions given orally before or after test may be

– signed to a student who is deaf or hard of hearing
– translated into the native language of a student with
limited English proficiency
An Accommodation Request Form is not required
 Translating directions into native language of
student is not considered an accommodation for an
ELL taking TELPAS reading

Other Methods of Response

Clarifying language included to explain
role of scribe during different
administrations
– Written composition
– Open-ended reading responses
– Computation and notes
Spelling Assistance
This accommodation not allowed on revising and
editing
 This accommodation applies only to written
composition (4 & 7 writing, 10 & 11 ELA) and openended reading responses (9 reading)
 TAKS (Accommodated) and TAKS-M

– Grade 4: word lists allowed per ARD committee decision
and no Accommodation Request Form required
– Grades 7, 9, 10, 11: various types of spelling assistance
allowed per ARD committee decision and no
Accommodation Request Form required
Required dictionaries/thesaurus for certain grades and subjects are not considered an
accommodation but a required part of test administration procedures
Calculation Devices

Specific conditions must be met
– Disability affecting math calculation, not reasoning
– Disability affecting physical reproduction of numbers

TAKS (Accommodated)
– Accommodation Request Form required for grades 3-6
mathematics and 5 science
– ARD committee decision and no Accommodation Request
Form required for 7-8

TAKS-M
– ARD committee decision and no Accommodation Request
Form required for 3-8
Required calculators for certain grades and subjects are not considered an
accommodation but a required part of test administration procedures
Supplemental Aids
Student must be able to understand content but
needs assistance recalling some of it
 Must be a tool, meaning aid cannot provide direct
answers to the TEKS being tested
 Separate appendix lists aids that are allowable for
eligible students for TAKS (Accommodated) without
an Accommodation Request Form
 TAKS (Accommodated)

– Accommodation Request Form required for all grades if
the aid is not listed in appendix

TAKS-M
– ARD committee decision and no Accommodation Request
Form required for all grades
Examples of NON-ALLOWABLE
supplemental aids: Math
This example of a translation
would not be allowed for grades 4
through 8 since the TEKS at these
grades require students to identify
and graph translations. This could
be a source of direct answers.
Translations are not specifically
tested at grades 9 and up, so this
would be allowed if requested, but
might be confusing.
Translations are not tested at gr.
3 so this would not be useful and
could be confusing for a student.
Examples of ALLOWABLE
supplemental aids: Math
This is a portion of a
student’s mathematics
journal. The student has
shown a person “sliding”
down a hill as his
definition of a translation.
This is not a source of
direct answers and would
be allowed at any grade.
Examples of ALLOWABLE
supplemental aids: Math
By removing the numerals, this place value chart becomes a tool
and would be allowed at any grade.
Example
ALLOWABLE Supplemental Aids: Other

Blank graphic organizers

List of general strategies (e.g. read the story,
answer the questions using information from the
story, take a break)

Grammar rules without specific examples
Manipulatives
Assists students with visualizing abstract concepts
 Must serve as a tool, meaning manipulative cannot
provide direct answers to the TEKS being tested
 List of manipulatives that are allowable for eligible
students in the “Accommodations by Category” chart
 TAKS (Accommodated)

– Accommodation Request Form required for all grades if
the aid is not listed

TAKS-M
– ARD committee decision and no Accommodation Request
Form required for all grades
Extended Time (2 days to test)

Clarification to policy only
– Approved only for small number of students in unique
situations
– Accommodation Request Form required for all students
taking any assessment

Prior to submitting an Accommodation Request
Form, schools should consider
– other, less restrictive accommodations (e.g., individual or
small-group administration, frequent breaks, dividing test
into short sections, use of a scribe, oral administration if
eligible)
– the assessment the student is taking (i.e. format changes,
fewer items)

If a student is approved for two-day testing, specific
procedures must be followed in order to maintain
test security and confidentiality
Dyslexia Bundled Accommodations
– What are the characteristics of dyslexia?
 Having severe difficulty reading words in
isolation
 Lacking word-identification skills
– Available on Grades 3-8 Reading (including Grades
3-6 Spanish)
 TAKS
 TAKS-Accommodated
– TAKS-M not included (similar accommodations
embedded in administration of TAKS-M)
Dyslexia Bundled Accommodations
– Who is eligible?
 Students not receiving special education
services who are identified with dyslexia
 Students receiving special education services
who are identified with dyslexia
 Students receiving special education services
who have a severe reading disability that
exhibits the characteristics of dyslexia
– Student MUST routinely receive
accommodations in classroom instruction
and testing that address the difficulties he/she
has reading words in isolation
 Not necessarily the same accommodations as
dyslexia bundle
Dyslexia Bundled Accommodations
– Who decides whether a student is eligible?
 For a student without an IEP or a 504 plan: the
student’s committee of knowledgeable persons as
outlined in The Dyslexia Handbook
 For a student with a 504 plan: the student’s 504
committee
 For a student receiving special education
services: the student’s ARD committee
– An ARF is not required
Oral Administration
Available for eligible students taking TAKS,
TAKS-Accommodated, TAKS-M
 Math, Science, Social Studies
 Not allowed on Reading, Writing, or ELA
 Grade 3 Reading Assistance

Note: All students who receive an oral
administration must have the SAME TEST
BOOKLET FORM as the test administrator.
Oral Administration

Who is eligible:
– Dyslexic student who regularly receives this
accommodation in the classroom
– Special education or Section 504 student
whose IEP/IAP documents evidence of
reading difficulties and who regularly receives
this accommodation in the classroom
– Student who is deaf or hard of hearing and
whose IEP requires the signing of daily
instruction
Oral Administration

Who decides whether a student is eligible?
 For a student without an IEP or a 504 plan: the
student’s committee of knowledgeable persons as
outlined in The Dyslexia Handbook
 For a student with a 504 plan: the student’s 504
committee
 For a student receiving special education services:
the student’s ARD committee
An ARF is not required
Reminders

Some accommodations require an ARF; some do not

An ARF is used to request:
– Any accommodation for which an ARF is required in
the Accommodation Manual; and
– Any accommodation that is not listed in the
Accommodations Manual that is requested for a
student

An ARF must contain objective evidence about why
the student needs the accommodation

All accommodations must be routinely used in the
classroom
Reminders

Response Accommodation: Supplemental Aids (i.e., student notes)
– Not allowable on TAKS
– Allowable on TAKS-Accommodated without an ARF (if found in Appendix F)
– Allowable on TAKS-M without an ARF

Must be a tool and not a source of direct answers

Whether an aid is “tool” or a “direct answer source” depends on the
TEKS for the specific grade and subject s require an ARF; some do not
Accommodation Request Process

The District Testing Coordinator is responsible
for
– reviewing and submitting to TEA only those
Accommodation Request Forms that are
necessary and appropriate according to the
information in the Accommodations Manual
– providing information about accommodations to
campus testing coordinators and/or school
personnel
– answering questions from schools
Accommodation Request Process

Requests may be submitted for
– accommodations not covered in this manual
– accommodations that require the submission of an
Accommodation Request Form as indicated by italicized
text
– students who do not meet the listed conditions but have
such a unique situation that the use of the
accommodation may be needed

Requests may be submitted by
–
–
–
–

online Accommodation Request Form (by Dec ’08)
Fax
E-mail: [email protected]
by mail in rare situations
Request must be received by TEA at least two weeks
prior to testing to ensure enough time to respond
Accommodation Request Process
Do not submit requests for accommodations listed in
the manual as “No Accommodation Request Form
required”
 Objective Evidence should

– be provided with every request
– clearly indicate why the student needs the accommodation
– be individualized, specific, and relevant
Never include confidential student information (e.g.,
first and last name, social security number) with a
request
 If an accommodation requires the submission of an
Accommodation Request Form, the student may not
use the accommodation unless approved by TEA

Submitting ARFs

What is “objective
evidence”?

Insufficient Objective Evidence
– Per IEP
– 504 accommodation
– Student confuses the functions needed to solve various problems
– Student is functioning below grade level in math reasoning
– Student needs a calculator because he has a disability that
affects mathematics calculation but not reasoning
– Student needs a calculator because she uses it each time she
works multiplication problems in general ed and special ed
classes

Sufficient Objective Evidence
– Student has a learning disability in math calculation. Without the use of a
calculator, student uses correct operations but has errors in basic
calculation. When using a calculator, student is able to demonstrate gradelevel skills.
– In the past, math charts have been available to assist the student, but
difficulty with tracking and organization has lead to increased confusion.
Now student uses a calculator. When given 20 minutes to work four math
problems without a calculator, student just stares at the paper. Student
was only able to correctly work one problem within the given time period.
When given a calculator, student can successfully complete assignments in
a similar time frame to rest of class.
– Student needs a calculator since she cannot stay focused for extended
lengths of time. Student is able to successfully complete calculation
problems in class work, but the teacher has timed the student taking up to
9 minutes to solve one word problem.
If you can, please
WAIT
to begin sending
Accommodation Request
Forms until the online system
is open (by Dec. ’08).
LAT

Detailed information about linguistic
accommodations is included in this year’s
accommodations manual

The LAT process is used to meet federal
testing requirements for math, science, and
reading/ELA tests administered in grades 3–
8 and 10
LAT

The revised Texas English Language
Proficiency Standards (ELPS) now require
school districts to linguistically accommodate
the instruction of ELLs in all subjects

At the time of assessment, only LEP-exempt
ELLs are eligible for the linguistically
accommodated testing (LAT) process
Allowable LAT Accommodations
for Math and Science
Indirect
Linguistic Support


Clarification /
Translation of Test
Directions
Breaks at Request
of Student
Direct
Linguistic Support
Linguistic Simplification
 Oral Translation
 Reading Assistance
 Bilingual Dictionary
 Bilingual Glossary
 English and Spanish Side by
Side (grades 3–6 only)*

*Not available for LAT administrations of TAKS–M
Allowable LAT Accommodations
for Reading/ELA
Indirect
Linguistic
Support



Clarification /
Translation of Test
Directions
Breaks at Request
of Student
Testing Over 2
Days
Direct
Linguistic Support
Bilingual Dictionary
 English Dictionary
 Reading Aloud – Word or Phrase
 Reading Aloud – Entire Test Item
 Oral Translation – Word or
Phrase
 Clarification – Word or Phrase

There are exceptions for LAT administrations of the WRITING sections of
grade 10 ELA, as explained in the manual.
LAT

In addition to linguistic accommodations, a
student taking LAT may be eligible to receive
accommodations related to special needs

Available special needs accommodations
depend on which test the student is taking—
LAT administration of TAKS, TAKS
(Accommodated), or TAKS-M
LAT

Remember, the ARD in conjunction with the
LPAC must determine and document
linguistic accommodations and special needs
accommodations for students taking LAT who
receive special education services

Consult the “Accommodations by Category”
chart for information on available special
needs accommodations
LAT
LAT
In most cases, the accommodations listed
for TAKS, TAKS (Accommodated), and
TAKS–M in the “Accommodations by
Category” chart are available for eligible
students who participate in LAT
administrations of these assessments.
LAT
Exceptions:
 Braille versions of LAT are not available,
except for LAT administrations of TAKS–M
 Dyslexia bundled accommodations are not
available (because LAT accommodations
provide similar assistance)
LAT
The following accommodations from the
“Accommodations by Category” chart do not require
documentation for LAT administrations. They are part
of the LAT test administration procedures.
 Translating test directions
 Individual and small group administrations
 Testing over 2 days for LAT administrations of
reading and ELA
 Frequent breaks
Accommodation Request Forms
are NOT
required for the linguistic
accommodations used during LAT
TELPAS Online Reading Tests

Beginning in 2009, TELPAS reading tests for grades
2–12 will be administered as an online testing
program

In rare instances a student may need an
accommodation not available in an online
administration

A paper test booklet may be used in such cases if
approved by TEA

An Accommodation Request Form must be submitted
to request a paper administration

At least 2 weeks are needed for TEA to process the
request; approximately 1 additional week is needed
for ordering and shipping approved paper materials
TELPAS Online Reading Tests

ELLs should be familiar with reading on computers
during instruction

Tutorials are available to help students learn to use
TELPAS reading test software; the tutorials contain a few
sample items

Online administration previews are also available to give
students more practice taking the tests online
 For grades 3–12 these are entire released 2006 RPTE
tests
 For grade 2 there are approximately 20 TELPAS
reading sample questions (there were no RPTE tests
for grade 2)
TELPAS Online Reading Tests
These resources are available at
http://etest.ncspearson.com/Custome
rs/Texas/eoct/txeoct/txresources/TEA
pages/TELPAS_Preview.htm
TELPAS Online Reading Tests

Paper tests will be approved only in rare
instances in which an accommodation that a
student needs is not available in an online
administration

Paper tests will not be approved on the basis
that a student
 knows very little English
 has limited exposure to computers (except for
rare instances involving special needs, such as
certain health conditions)
TELPAS Reading Tests

Student with special needs may be eligible to
use accommodations.

Which academic skill test is the student
eligible to take: TAKS, TAKS
(Accommodated), or TAKS-M?

Consult the “Accommodations by Category”
chart for information on available special
needs accommodations.
TELPAS Reading Tests
TELPAS Reading Tests
Questions & Answers
Question 1: If a student has been
identified as dyslexic and is only
receiving services through a dyslexia
program, can he/she receive an oral
administration for math, science, and
social studies?
Does the student also have to receive
the dyslexia bundled accommodations in
reading to receive the oral administration
for math, science, and social studies?
Answer 1: Appendix B, page 68
Question 2: I have a 7th grade son
who receives services under
Section 504. He is dyslexic, has
difficulty with spelling, needs
reduced paper and pencil tasks,
and extra time to finish writing
assignments. Are there any
accommodations for him on the
TAKS writing test?
Answer 2:
It is up to the student’s 504
committee to document what
accommodations are needed on the
TAKS grade 7 writing test. Pages 2536 should be reviewed to determine if
the accommodation is allowed or
requires the submission and approval
of an Accommodation Request Form.
Answer 2, cont.:
Some accommodations that the student may be
using in class and that are allowed (no request
necessary) on TAKS writing include,
Use of a scribe to reduce paper and pencil tasks
Administering the test in shorter, more
manageable parts with breaks in between so the
student is able to finish the test over the course
of one day. (Extending the test over 2 days does
not seem warranted with the information
provided)
Answer 2, cont.:
A dictionary/thesaurus is a required
part of test administration procedures
for the written composition portion of
the grade 7 writing test and will assist
the student with spelling difficulties.
Question 3: We have a 3rd grader at
one of our campuses that will be
taking TAKS-M. However, he rips up
his papers and assessments. Would
it be feasible to copy his booklet, give
him a section at a time, and then
transcribe it onto his booklet? The
school currently follows this practice
with this particular student.
Answer 3:
Test booklets are secure documents
and may not be photocopied
without advance written permission
from TEA through the submission
and approval of an Accommodation
Request Form that states why the
student cannot use other allowable
accommodations (p. 26).
Answer 3, cont.:
Administering the test to the student
one section at a time (p. 36) and
transcribing the student’s answers
onto a scorable document (p. 29)
are allowed if the ARD committee
determines that the student meets
the criteria listed under each
accommodation. No
Accommodations Request Form is
necessary.
Question 4: My daughter has Irlen
Syndrome but is not receiving any special
services. I am strongly concerned about
the TAKS test, as my daughter is a 4th
grader this year and will be required to use
an answer document for the first time.
This will be difficult for her since it is hard
for her to transfer information efficiently
and accurately. Can you please give me
information about TAKS accommodations
for students who are not served under
Section 504?
Answer 4: Page 29
Question 5: Does the use of a
“division chart”, “decimal chart”, or
“angles chart” for TAKS
(Accommodated) math tests
require the submission and
approval of an Accommodation
Request Form?
What about for students taking
TAKS-M math tests?
Answer 5:
If a student taking TAKS
(Accommodated) needs a supplemental
aid not listed in Appendix F, then the
submission of an Accommodation
Request Form with a copy of the aid is
required. The aid must be a tool and
not a source of direct answers for the
tested TEKS. Additional conditions are
described in Appendix F.
Answer 5, cont.:
An Accommodation Request Form is not
required for a student who needs
supplemental aids on TAKS–M
(including LAT administrations of this
assessment). It is the responsibility of
the district, however, to ensure that all
supplemental aids on TAKS–M are a
tool and not a source of direct answers
prior to allowing their use.
Question 6: What type of
training is needed for a scribe?
What does this training look
like? Who is responsible for
ensuring the training has been
done?
Answer 6: Page 29
It is the responsibility of the district to ensure that all test
administrators are trained in test administration procedures,
including those specific to certain accommodations. Test
administrators that are scribes should understand and be familiar
with their role as a scribe in all applicable testing situations (i.e.,
written composition, open ended responses, computation/notes).
Question 7: Can students who
receive services through Section
504 use the accommodation of
spelling assistance?
Answer 7:
No. Spelling assistance is only allowed
for eligible students on the written
composition portion of the TAKS
(Accommodated) or TAKS-M writing
tests. Students receiving services
through Section 504 are not eligible
to take TAKS (Accommodated) or
TAKS-M.
Question 8: Are students allowed
to use notebook paper turned
sideways or graph paper to help
align their calculations?
Answer 8: Page 29
This is an allowable accommodation for any
student who meets the criteria.
Question 9: Explain the IEP/IAP
documentation necessary for an
oral administration.
Answer 9:
Since an oral administration can encompass
different levels of reading support for each
student, it is the responsibility of the ARD
committee, the Section 504 committee, or the
committee of knowledgeable persons to
appropriately document the level of oral
administration support the student needs. For
example, some students will need all of the test
questions and answer choices read aloud.
Others, however, will only need some words or
phrases read aloud at his/her request. A
student may request a change in the level of
reading support provided during testing only if
this option is documented.