Accommodations for students with disabilities

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

Sheldon ISD Training

2015

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DICTIONARY POLICYDictionary

Policy

Updated November 2013

A revised Dictionary Policy will soon be available that removes STAAR Modified and adds STAAR A.

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Calculator Policy

REVISED STAAR Grade 8 Mathematics Calculator Policy

In the 2014–2015 school year, school districts and charters must ensure that each student has a graphing calculator to use when taking the STAAR grade 8 mathematics assessment. A revised Calculator Policy will soon be available that removes STAAR Modified and adds STAAR A.

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Allowable Test

Procedures and Materials

These are not considered accommodations, so using them during a state assessment does not require that they be recorded on a student’s answer document.

In general, these are available to any student who regularly benefits from the use of these procedures or materials during instruction, although a student cannot be required to use them during testing.

Signing test administration directions for a student who is deaf or hard of hearing

Translating test administration directions (ONLY) into the native language of an ELL

Allowing a student to read the test aloud to facilitate comprehension

Reading aloud or signing the writing prompt to any student who requests this assistance

Giving permission for a student to use tools to minimize distractions or help maintain focus

Allowing individual and small-group administrations

Reminding students to stay on task

The following assistive tools are available:

Highlighters, colored pencils, or crayons

Blank place markers

Color overlays

Magnifying devices

Scratch paper

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CRITICAL INFORMATION ABOUT ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

A student may be eligible for accommodations on a state assessment if he or she meets eligible criteria and falls in one of the following categories:

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ACCOMMODATIONS

Changes that allow a student with a disability to participate meaningfully in grade-level or course instruction

Should be individualized to address the specific needs of each student

Can change over time Might be appropriate for classroom use but

might not be appropriate or allowed for use on a state assessment

Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year

Should be documented in the appropriate student paperwork

Are not necessary for every student

Are not changes to the performance criteria or the content

Are not intended to provide an advantage to a student with a disability

Should not be provided to a student without evidence of effectiveness from year to year

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CLASSROOM INSTRUCTION VERSUS STATE ASSESSMENT

Not all accommodations suitable for instruction are allowed during the state assessments.

WHY? Classroom instruction can be customized to meet the needs of each student. The state assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner.

Certain accommodations used in the classroom would invalidate the content being assessed or compromise the security and integrity of the state assessment.

BUT… State testing accommodation policies do not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning.

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ACCOMMODATIONS SHOULD BE USED…

EFFECTIVELYEducators should collect and analyze data pertaining to the use and effectiveness of

accommodations.

This data will show whether the student still needs the accommodation or whether it is now

unnecessary.

INDEPENDENTLYStudent should be able to use the accommodation independently, when applicable during state

assessments.

If applicable, there should be no need for teacher assistance when using the accommodation.

ROUTINELYStudent has used the accommodation often enough that he/she is comfortable using it on

state assessments. Does not have to be used everyday

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ACCOMMODATION TRIANGLE

Type 1

Type 2

Type 1 accommodations are approved locally based on specific eligibility criteria.

The decision to provide these accommodations is made by the appropriate

team of people at the campus level (e.g., ARD committee, Section 504 placement

committee, RTI team, student assistance team).

Type 2 accommodations require TEA approval to use during a state assessment. The appropriate

team of people at the campus level determine whether the student meets all of the specific

eligibility criteria and, if so, submits an Accommodation Request Form to TEA.

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ACCOMMODATIONS IN EMERGENCY OR UNEXPECTED SITUATIONS

Contact your Campus Testing Coordinator if you become aware of an emergency or unexpected situation (e.g. broken arm, lost eyeglasses).

This information is

now in a separate

document on the

Accommodations webpage.

The CTC MUST be notified any time a student becomes ill during the test, is unable to finish and is sent home.

Step 1: Make available test administration procedures and materials allowed for any student.

Step 2: Make available Type 1 accommodations that the student can independently use. Notify DTC of steps being taken or for guidance.

Step 3: Contact DTC who will get guidance from TEA.

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ACCOMMODATION INFORMATION

Visit the Testing & Assessment page to find more detailed information on accommodations:• Accommodations for

Students with Disabilities • Accommodation Triangle• Linguistic

Accommodations

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Type

ARF?

Who makes

decision?

Criteria

Assessments

Description

Considerations

Examples

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INDIVIDUALIZED STRUCTURED REMINDERS

Any student (e.g., general ed., special ed., Section 504) can receive this accommodation if he/she meets the eligibility criteria. … routinely and effectively uses this accommodation…

This accommodation is for students needing more structured reminders to stay on task during state testing and can include (but is not limited to) paperclips to divide test into sections structured reminders that are part of a behavior plan personal timers

Special Consideration General reminders to stay on task, for example taps on the shoulder and

reminders to keep working, are allowable for any student.

Type 1

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AMPLIFICATION DEVICES

This accommodation is for students whose disability affects hearing or focus and can include (but is not limited to) speakers frequency-modulated (FM) system

Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria. …routinely and effectively uses this accommodation…

Type 1

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PROJECTION DEVICES

This accommodation allows for enlarging text, graphics, or the display on a computer monitor and can include (but is not limited to) closed-circuit television (CCTV) LCD projector (for tests administered online)

Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria. … routinely and effectively uses this accommodation…

Special considerations Secure test materials cannot be saved in any way. It is a local responsibility to

ensure that devices with recording capabilities have that capability disabled. If secure test materials must be photocopied in order to use this

accommodation, refer to the Photocopy accommodation policy.

Type 1

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MANIPULATING TEST MATERIALS

This accommodation allows for the test administrator to physically manipulate materials and equipment for a student and can include (but is not limited to) turning test booklet pages positioning the ruler using the mouse to navigate the pages and operate the tools for an online administration

Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria. …routinely and effectively uses this accommodation… …has a disabling condition that interferes with the physical manipulation of test

materials

Special consideration The student must give specific directions about how the test administrator should manipulate the materials or

equipment. Test administrators must sign the “Oath of Test Security …,” including the bottom section.

Type 1

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ORAL/SIGNED ADMINISTRATION

A student may use this accommodation if he or she routinely and effectively uses this accommodation during classroom instruction and testing, and

meets at least one of the following:

Type 1

Special Education Section 504 General Education

identified with dyslexia or a related disorder per TEC §38.003



evidence of readingdifficulties

evidence of readingdifficulties

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ORAL/SIGNED ADMINISTRATIONEXAMPLES/TYPES

Oral Administration of Paper Tests, Braille Tests, and EOC Online Tests Test administrators must be trained in the procedures

specific to an oral administration. General guidelines for providing an oral administration and specific instructions for reading aloud various types of test questions can be found in the “Oral/Signed Administration” appendix of the appropriate test administrator manual.

Oral administration can include different levels of reading support for each eligible student. The test administrator may read parts of the test questions and answer choices at

student request read all test questions and answer choices throughout the

test

Document the level of reading support the student needs in the appropriate student paperwork. A student can request a change to the level of reading support provided during testing only if this option is documented.

Type 1

Math

Science

Reading Questions (ONLY) on Reading and English testsAny resource materials (e.g. dictionary) or allowable accommodations

Allowed Reading

selections

Writing Selections

Writing multiple-choice questions

NEVER

Allowed

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ORAL/SIGNED ADMINISTRATION

Why can’t I read aloud the selections on a reading test? Reading aloud the STAAR reading selections at

any grade makes the assessment an inappropriate and invalid measure, since no determination about a student’s reading comprehension can be made.

The purpose of STAAR (based on the curriculum/TEKS) is to assess the degree to which students understand what they read; it is not intended to be a measure of listening comprehension, which is distinctly different from reading comprehension.

For this reason, students are required to read the selections independently on STAAR reading tests.

Why can’t I read aloud selections and questions on a writing test? There are practical considerations unique to

the writing test that make reading aloud the writing selections and answer choices by a human reader problematic.

For example, misspelled words and missing punctuation make it difficult for a human reader to read the test aloud in a standardized way that ensures the TEKS content standards are being validly assessed.

In actuality, if the test administrator reads aloud a misspelled word or an awkward sentence, the student is cued to the correct answer.

Type 1

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ORAL/SIGNED ADMINISTRATIONEXAMPLES/TYPES

Text-to-Speech Function in STAAR L The embedded text-to-speech tool in STAAR L reads aloud individual words as

a student clicks on them. If this type of reading support is sufficient, students who meet the eligibility requirements for STAAR L do not have to be eligible for an oral administration as well.

However, because the purpose of the tool is to help students decode words in English, the tool does not read aloud numbers, symbols, equations, or multiple words at a time. Therefore, if a student needs all of the test questions and answer choices throughout the test read aloud, he or she must be eligible for oral administration as an accommodation.

Type 1

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SPELLING ASSISTANCE

This accommodation provides a student with a disability with various types of spelling assistance, including (but not limited to) frequently misspelled word list spell check function on a word processor speech-to-text software

Any student who receives special education or Section 504 services may use this accommodation for written compositions and short answer reading questions if he/she meets the eligibility criteria. … routinely, independently, and effectively uses this accommodation… …capable of organizing and developing ideas… understands the basic function and use of

written language… but has a disability that is so severe that he or she cannot apply basic spelling rules and/or word patterns…

Special Consideration: Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. Electronic devices can disrupt the testing environment and compromise the security and confidentiality of the test. When using technology-based accommodations (e.g., speech-to-text, text-to-speech), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable

Type 1

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MATHEMATICS MANIPULATIVES

Any student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria.

… routinely, independently, and effectively uses this accommodation…

Meets one of the following: …disability that affects memory

retrieval, focus, or organization… …Visual Impairment (VI)

This accommodation allows for the use of manipulatives (i.e., concrete objects or pictures of concrete objects) on mathematics assessments. ONLY the list of manipulatives below may be used (specific guidance about each is in accommodation document). money clocks base-ten blocks counters algebra tiles fraction pieces geometric figures translucent (tracing) paper

Type 1

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CALCULATION DEVICES

Any student who receives special education or Section 504 services may use this accommodation if he/she meets the eligibility criteria. … routinely, independently, and effectively uses this accommodation…

Meets one of the following for the applicable grade:

Type 1

Grades 3 and 4 Grades 5 through 8…physical disability…andcannot effectively use other allowablematerials

…physical disability…andcannot effectively use other allowablematerials

…impairment in vision…andcannot effectively use other allowablematerials

…impairment in vision…andcannot effectively use other allowablematerials

…disability that affects mathematics calculations… even after intensive instruction and remediation…

Grade 8 is listed because of grade

8 science. Grade 8 mathematics does not apply since a

calculator is required.

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CALCULATION DEVICES

This accommodation provides an alternate method of computation for a student with a disability who is unable to effectively use paper-and-pencil methods. ONLY the list of devices below may be used (specific guidance about each type is in accommodation document).

• four-function calculator• scientific calculator• graphing calculator• large-key calculator• abacus or Cranmer modified

abacus• audio-graphing calculator• speech-output calculator

Special considerations Calculators used as an accommodation must

adhere to the guidelines set forth in the STAAR Calculator Policy.

For any of assessments that require a scientific or graphing calculator, a simpler calculator can be provided along with the required calculator to a student receiving special education or Section 504 services.

Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. Electronic devices can disrupt the testing environment and compromise the security and confidentiality of the test. When using technology-based accommodations (e.g., calculator), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable.

Type 1

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CALCULATION DEVICES

What is considered “a disability that affects mathematics calculation?”

A problem adding, subtracting, multiplying, and dividing using paper and pencil

The problem could be caused by a learning disability in mathematics. The problem could be caused by other conditions ADHD Emotional or behavioral disability Processing or memory issue

The ARD or Section 504 committee decides if the student’s disability causes him or her to have a problem calculating with pencil and paper.

Why is a calculation device not allowed for grade 3 and 4 students who have disabilities that affect mathematics calculation?

Students in grades 3 and 4 may use a calculator if they meet eligibility criteria; however, having a “disability that affects mathematics calculation” is not one of those criterion.

The state curriculum (TEKS) at grades 3 and 4 include student expectations that focus on students learning the algorithms for adding, subtracting, multiplying, and dividing.

The state assessments at these grades include test questions that measure calculation skills.

It is important that students in grades 3 and 4 are given the time to learn these skills.

Type 1

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BASIC TRANSCRIBING

Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.

…routinely and effectively uses this accommodation…

Meets one of the following: …impairment in vision that

necessitates the use of braille or large print test materials

…disabling condition that prevents him or her from independently and effectively recording responses …on the …answer document…

Test administrator may transfer

student responses to the answer

document or in TAMS for

online administration

s in these situations

ONLY

Writes or circles

responses

Points to response

s

Dictates or signs response

s

Writes responses on

another workspace

(e.g., scratch paper) or

types responses on

a word processor

Speech-to-text

software

Type 1

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When transcribing a student’s responses to griddable questions, the “Transcribing Griddable Questions” student document must be printed and provided to each student who does not use his or her answer document so that the student is aware of the maximum number of boxes available for an answer to a griddable question.

Test administrators must sign the “Oath of Test Security …,” including the bottom section

Type 1

Any student responses typed or handwritten on scratch paper must be destroyed after testing. All voice recordings must be erased or destroyed after testing.

Test administrators should be trained in all transcription procedures located in this accommodation policy document and understand the boundaries of the assistance being provided.

BASIC TRANSCRIBING

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SUPPLEMENTAL AIDS (MORE INFORMATION IN THIS POWERPOINT)



…disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information …despite multiple opportunities to learn...

Type 1

This accommodation allows a student with a disability access to paper-based resources that assist with recalling information. ONLY the following types of supplemental aids may be used (specific guidance about each aid is in accommodation document).

Mnemonic devices Blank graphic organizers Certain types of mathematics charts Certain types of mathematics, science, and social studies graphics

Grammar and mechanics rules

Examples of allowable and non-allowable supplemental aids are available in a training PowerPoint on the Accommodations for Students with Disabilities webpage.

Supplemental aids, like all accommodations, should be individualized for each student. It is not appropriate to provide all students the exact same set of supplemental aids.

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EXTRA TIME (SAME DAY)



…unable to effectively use other accommodations or any allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and

Meets one of the following : …impairment in vision… …identified with dyslexia or related disorder per TEC §38.003 …receiving special education services and has evidence of reading difficulties… …behavioral or emotional disabling condition that affects attention and/or focus …physical disability or medical condition that requires a significant amount of time for treatment

and/or recovery …identified with an autism spectrum disorder and requires the entire school day to complete

testing in order to maintain as much of his or her typical structure and routine as possible

Type 1

May test until of the end of the school day…

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LARGE PRINT



Meets one of the following: …impairment in vision… …disability that affects… accuracy in tracking … …physical disability…

Type 1

Student responses must be transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies.

This accommodation allows for state-provided large-print test materials

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DICTIONARY

Any student who receives special education or Section 504 services may use this accommodation for grades 3-5 reading tests and the grade 4 writing test if he/she meets the eligibility criteria.


Meets one of the following For use on a reading test… disability that affects

memory retrieval and/or decoding skills For use on a writing test… …capable of

organizing and developing ideas… understands the basic function and use of written language… but has a disability that is so severe that he or she cannot apply basic spelling rules and/or word patterns…

Type 1

ONLY the following types of dictionaries may be used (more specific guidance about each is in accommodation document).

• standard/general dictionary in English or Spanish

• dictionary/thesaurus combination

• electronic dictionary • bilingual dictionary• ESL dictionary• picture dictionary• sign language dictionary

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Dictionary

Information about the use of dictionaries as a linguistic accommodation can be found in the document titled “Linguistic Accommodations for ELLs Participating in the STAAR Program” on the Linguistic Accommodations for ELLs taking STAAR webpage.

Type 1

Teacher-made or student-made dictionaries are not allowed.

When using technology-based accommodations (e.g., electronic dictionary), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable.

Refer to the Dictionary Policy for more information

BRAILLE

This accommodation allows for state-provided braille test materials for a student receiving special education or Section 504 services as a student with a Visual Impairment and who routinely uses braille materials in the classroom. contracted braille test materials uncontracted braille test materials

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Type 1This

accommodation applies only

to STAAR.

Specific Braille Instructions (SBI) supplement the test administrator manuals. They are shipped with the individual braille kits and posted online at http://www.TexasAssessment.com.

Test administrators must review the SBIs prior to test day to ensure that the test is administered properly. Testing irregularities could result if the SBIs are not used.

Student responses on braille tests must be transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies.

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ACCOMMODATION TRIANGLE

Type 2

Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus level determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA.

Complex Transcribing

Mathematics ScribePhotocopying Extra

DayOther

Committee determines need for

TYPE 2 accommodation,

completes SISD ARF, and submits it to CTC

CTC reviews TYPE 2 ARF and forwards to

DTC (by SISD deadline)

DTC review ARF and completes and

submits the TEA ARF form (by TEA

deadline)

DTC will contact campus with TEA’s

decision

If approved, DTC and CTC will ensure that TA is trained when there are specific

guidelines

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COMPLEX TRANSCRIBING

An Accommodation Request Form may be submitted to TEA (with an attached student writing sample if appropriate) if the student meets the following eligibility criteria.


…unable to effectively use Basic Transcribing…, and

Meets one of the following: …impairment in vision that necessitates the use of braille

or large-print test materials …physically disabling condition that prevents him or her

from independently and effectively recording responses…

Applies ONLY to Grade 4 written composition Grade 7 written composition English I written composition English II written composition

Type 2

This accommodation allows a test administrator to record onto an answer document or in TAMS for STAAR A, a student’s dictated or signed responses to the writing prompts when a student with a disability is unable to accomplish this task independently.

Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to transcribe the student’s responses to the writing prompts, including how to indicate the student’s spelling, punctuation, and capitalization. A test administrator who transcribes for a student must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.

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MATHEMATICS SCRIBE

An Accommodation Request Form may be submitted to TEA (with an attached student writing sample if appropriate) if the student meets the following eligibility criteria.


…is unable to effectively use test administration procedures or materials allowed for any student (e.g., various sizes or types of scratch paper/another workspace) or other accommodations (e.g., calculator) to address this need, and

Meets one of the following: …impairment in vision that necessitates the

use of braille or large-print test materials …physically disabling condition that prevents

him or her from independently and effectively recording scratch work/computations…Applies ONLY to mathematics and science tests

Type 2

The test administrator may write the student’s dictated scratch work and computations onto

• scratch paper • chalkboard• white board• student’s test booklet

This accommodation 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.

Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to carry out this accommodation. A test administrator who serves as a Math Scribe must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.

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PHOTOCOPYING TEST MATERIALS

An Accommodation Request Form may be submitted to TEA if the student receives special education services and meets the following eligibility criteria.

… routinely receives this accommodation during classroom instruction and testing…


Meets one of the following: …impairment in vision and requires test materials in a size larger than the

state-supplied large-print test materials …physical disability that prevents him or her from effectively manipulating

test materials printed on both sides of the paper and/or turning the pages in a test booklet

Type 2

Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to carry out this accommodation. A test administrator who photocopies secure test material must be trained in these guidelines.

This accommodation allows for test materials to be photocopied for eligible students by a trained test administrator (It will generally be the CTC) who has signed the “Oath of Test Security…,” including the bottom section.

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PHOTOCOPYING TEST MATERIALS

Documents that can be Photocopied without an Accommodation Request test administration directions blank answer documents state-supplied mathematics graph paper state-supplied reference materials for grade 8 science and Algebra I

Type 2

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EXTRA DAY

An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria. …routinely and effectively uses this accommodation… …unable to effectively use other accommodations or any

allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and

Meets one of the following …severe impairment in vision…including students who take the braille

test… …severe behavioral or emotional disabling condition… unable to

continue working for a prolonged period of time or during certain times of the day

…severe physical disability or medical condition that limits the amount of time the student is able to continue working due to severe fatigue or decreased energy and stamina

…identified with an autism spectrum disorder… unable to complete the assessment in one day due to severe behavioral and/or emotional reactions that cannot be appropriately managed without an additional day of testing

Type 2

This accommodation allows for one extra day to test.

Each day of testing must not extend beyond 7 hours.

TEA will provide additional procedures specific to the requested accommodation with any approved Accommodation Request Form.

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OTHER

Accommodations that fall into this category are only for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle. Not intended to provide additional

supplemental aids not listed as allowable Not intended for students who fail to

meet established eligibility criteria

Standard accommodations: do not invalidate test results

Nonstandard accommodations: invalidate what is being assessed

An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria.

…routinely, independently, and effectively (if applicable) receives this accommodation during classroom instruction and testing…


the district testing coordinator has been advised by a member of TEA’s Accommodations Task Force that the accommodation fits into the category of Other

Type 2

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ACCOMMODATION REQUEST PROCESSFOR TYPE 2 ACCOMMODATIONS

When completing the online Accommodation Request Form, be prepared to provide specific, detailed information about the reason the student needs the accommodation Work samples Other accommodations or allowable procedures and materials that have been tried

unsuccessfully Evidence indicating requested accommodation is successful meeting student’s

needs Specific characteristics/symptoms of student’s condition and level of severity

DO NOT include confidential student information (request will be deleted and you will be asked to resubmit) student’s first and last name Social Security number pages from an IEP medical documents

Committee determines need

for TYPE 2 accommodation, completes SISD

ARF, and submits it to CTC

CTC reviews TYPE 2 ARF and forwards to DTC (by SISD

deadline)

DTC review ARF and completes and

submits the TEA ARF form (by TEA

deadline)

DTC will contact campus with TEA’s

decision

If approved, DTC and CTC will ensure that TA is trained when there are

specific guidelines

TEA must approve a TYPE 2

Accommodation before it can be used

on a state assessment.

Approvals will expire December 31st of the

year it was approved.

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ADDITIONAL INSTRUCTIONS

Test administrators MUST receive additional training on specific procedures and guidelines when administering the following:Braille STAAR assessment Large Print AssessmentsAssessments to students that are deaf or hard of hearing

All Type 2 Accommodations

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TAKS ACCOMMODATIONS

All information about the TAKS program is published in the manual, Directions for District Coordinators, Campus Coordinators and Test Administrators on the TAKS Resources webpage. .

If a student needs an accommodation not listed as allowable in this manual, contact a member of TEA’s Accommodations Task Force at 512-463-9536.

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LINGUISTIC ACCOMMODATIONS

Meeting the needs of English Language Learners

Assessment and accommodation decisions are made by the LPAC with input from teachers

In the classroom, linguistic accommodations• Help ELLs understand the language of instruction,

and• Accelerate the learning of both subject matter and

EnglishNot all linguistic accommodations suitable for instruction are appropriate or allowable during state assessments.

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DIFFERING DEGREES OF LINGUISTIC ACCOMMODATION

STAAR (3-8 and EOC)

• Limited degree of linguistic accommodation

STAAR Spanish (3-5)

• No linguistic accommodations are provided because the assessment is in the student’s native language

STAAR L • Moderate to substantial degree of linguistic accommodation• Must meet requirements

STAAR A • Some linguistic accommodations are permitted• Assessment for student with disabilities, including ELLs, who meet

eligibility requirements

STAAR ALT 2 • No specific list of allowable linguistic accommodations; assessment design allows for any language or other communication method routinely used with the student

• Assessment for students receiving special education services, including ELLs , who meet the requirement for an alternate based assessment

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LINGUISTIC ACCOMMODATIONS

STAAR (English)

STAAR L STAAR A

Mathematics

Science

Social Studies

• Bilingual dictionary• Extra time (same day)

• Bilingual dictionary• Extra time (same day)• Clarification in English of word

meaning and reading aloud of text are provided in the online interface)**

• Bilingual dictionary• Extra time (same day)• Clarification in English of

word meaning

Reading (3-8)

Writing (4, 7)

Reading & Writing• Dictionary of various

types*• Extra Time (same day)Writing• Clarification in English

of word meaning in writing prompts

Not Applicable • Dictionaries of various types*

• Extra time (same day)• Clarification in English of

word meaning

English I EOC

English II EOC

• Dictionaries of various types*

• Extra time (same day)• Clarification in English

of word meaning in short answer questions and writing prompts

Not Applicable Extra time (same day)Clarification in English of word meaning

No Linguistic Accommodations allowed on Spanish

tests

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USE OF DICTIONARY AS A LINGUISTIC ACCOMMODATION

*The STAAR Dictionary Policy for reading and writing in grade 6 and above includes use of standard English, ESL (simplified English), and bilingual dictionaries for all students.

For grades 3-5 reading and grade 4 writing (all sections), use of dictionaries (various types) is permitted as a linguistic accommodation for eligible ELLS

If a student in grade 6 and above needs a dictionary as a linguistic accommodation that is not listed in the STAAR Dictionary Policy, the use of other dictionaries (monolingual dictionary in lang. other than English; picture dictionary) listed on page 5 of the “Linguistic Accommodations for ELLs Participating in the STAAR Program” document are permitted as a linguistic accommodation in grades 3 and above.

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LINGUISTIC ACCOMMODATION

Extra Time (Same Day) as a Linguistic Accommodation• Permitted for any ELL if student meets eligibility criteria as

determined by LPAC• Not “automatic” • Extra time within regularly scheduled school day only• Schools with both morning and afternoon test sessions must

include these students in morning session

Clarification in English of word meaning in writing prompt, short answer questions or STAAR A test items will require additional training for test administrators.

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TRANSLATING TEST DIRECTIONS & CLARIFICATION

Only test administrator directions may be translated into another language.

When receiving linguistic accommodation, students may not be provided any direct or indirect assistance or reinforcement that identifies or aids in identifying a correct response to the test question.

The test administrator is not allowed to translate test questions, answer choices, words in the writing prompt, reading selections or short answer questions.

Clarification in English means the test administrator will clarify in English.

SUPPLEMENTAL AIDS

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Description of AccommodationDescription of Accommodation

AssessmentsAssessments

TEA 12/2011

SUPPLEMENTAL AIDS

Supplemental aids are paper-based resources that assist a student in recalling information.

For a student who meets the eligibility criteria, this accommodation may be used on

•STAAR

•STAAR Spanish

•STAAR STAAR A

•STAAR L

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Student Eligibility CriteriaStudent Eligibility Criteria

TEA 12/2011



…disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information …despite multiple opportunities to learn...

53TEA 12/2011

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EXAMPLES/TYPES

ONLY the supplemental aids described in the Supplemental Aids document are allowed for eligible students.

Examples of allowable supplemental aids with different formats are provided on the following slides. Other formats are allowed as long as they follow the description of the aid in the Supplemental Aids document.

No accommodation request form is required. In addition, a district may not request the use of supplemental aids not listed as allowable in the Supplemental Aids document.

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ALL SUBJECTS: MNEMONIC DEVICESA 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 subject-specific words that the mnemonic represents are NOT allowed.

D M S B ORDad Mother Sister Brother

P E M D A S ORPlease Excuse My Dear Aunt Sally

K P C O F G S ORKing Phillip Came Over For Good Spaghetti

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ALL SUBJECTS: MNEMONIC DEVICES

Parentheses

Exponents

Multiplication Division

Addition

Subtraction

Kingdom

Phylum

Class

Order

Family

Genus

Species

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 subject-specific words that the mnemonic represents are NEVER allowed.

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ALL SUBJECTS: BLANK GRAPHIC ORGANIZERS

This can be used

This can be used

K• What I

know

W• What I

want to know

L• What I

learned

Blank graphic organizers may be used. Blank graphic organizers should NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.

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ALL SUBJECTS: BLANK GRAPHIC ORGANIZERS

Tertiary Consumer

Secondary

Consumer

Primary Consumer

Primary Producer

Blank graphic organizers may be used. Blank graphic organizers should NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonic devices, numbers, symbols, or variables.

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ALL SUBJECTS: BLANK GRAPHIC ORGANIZERSBlank graphic organizers may be used. Blank graphic organizers should NEVER contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.

G

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MATHEMATICS: ADDITION CHARTS

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 only be numbered 0 through 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.

1 + 1 = 22 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 148 + 8 = 169 + 9 = 1810 + 10 = 20

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MATHEMATICS: MULTIPLICATION CHARTS

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 only be numbered 0 through 12. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NEVER allowed.

1 x 0 = 0 2 x 0 = 01 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 41 x 3 = 3 2 x 3 = 6 1 x 4 = 4 2 x 4 = 81 x 5 = 5 2 x 5 = 101 x 6 = 6 2 x 6 = 121 x 7 = 7 2 x 7 = 141 x 8 = 8 2 x 8 = 161 x 9 = 9 2 x 9 = 18

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MATHEMATICS: 100 CHART

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.

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MATHEMATICS: PLACE VALUE CHART

A place value chart may be used. Words for place value labels, commas, and a decimal point are allowed only if they are grade-appropriate. For example, the word “hundredths” may be used at grade 4 and above, but the fraction “1/100” cannot be included. Including numbers as specific examples is NEVER allowed.

7 1 . 2

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MATHEMATICS: PICTORIAL MODELS OF FRACTIONS

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 (e.g., 1/2 = 2/4 = 0.5 = 50%) or a cumulative sequence (e.g., 1/4, 2/4, 3/4, 4/4).

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PICTORIAL MODELS OF GEOMETRIC FIGURES

Pictorial models of one-, two-, and three-dimensional geometric figures may be used; however, the figures must be grade- or course- appropriate. The figures may NEVER contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

TRIANGLE

vertex

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PICTORIAL MODELS OF GEOMETRIC FIGURES

MATHEMATICS: PICTORIAL MODELS OF GEOMETRIC FIGURES

A pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms.

OR

NOT 3-D and 2-D on the same aid

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WRITTEN COMPOSITION: GRAMMAR & MECHANICS

A list of grade-appropriate grammar and mechanics rules may be used. The list should NOT contain any specific examples.

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WRITTEN COMPOSITION:GRAMMAR & MECHANICS RULES

A list of grade-appropriate grammar and mechanics rules may be used. The list should NOT contain any specific examples.

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SCIENCE: GRAPHICS

Graphics of scientific concepts may be used. The graphics should NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables

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SCIENCE: GRAPHICS

Graphics of scientific concepts may be used. The graphics should NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

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SCIENCE: FORMULA TRIANGLES

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; for example, a triangle showing the relationship between mass, density, and volume can contain only the variables m, D, and V. Symbols for mathematical operations (e.g., ×, ÷) are NOT allowed.

WW

dF

Work = (force)(distance)

Density = mass/volu

mem

D V

Work

÷distanceforce

X

mass

Densityvolume

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SOCIAL STUDIES: BLANK MAPS

Blank maps may be used. Blank maps should NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. 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). A student could use both physical and political world or U.S. maps.

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SOCIAL STUDIES: TIMELINES

Timelines may be used if they contain only dates. Labeling the events connected with those dates in any way is NOT allowed.

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SPECIAL INSTRUCTIONS/CONSIDERATIONS

A student who uses this accommodation may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.

Supplemental aids can be provided in the language that is most appropriate for the student.

Colors may be used in a supplemental aid to enhance readability or improve tracking but may NOT be used as a label.

Supplemental aids, like all accommodations, should be individualized for each student. Students have different strengths and needs, so it is not appropriate to provide all students the exact same set of supplemental aids.

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SPECIAL INSTRUCTIONS/CONSIDERATIONS

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.

The student must be able to understand the information that the supplemental aid provides and simply need assistance recalling the concepts

The supplemental aid must be error-free, concise, and well organized so that a student can easily access the information. The supplemental aid must not contain numerous pages, as this may be more cumbersome than helpful when used during the state assessment.

If a student writes on the supplemental aid while taking the state assessment, the supplemental aid must be destroyed after testing

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.

Remember… if the student is eligible for an Oral Administration, the test administrator may read aloud the student’s supplemental aid if needed

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CAMPUS TESTING COORDINATOR

Accommodations must be shared with the Campus Testing CoordinatorOnce initial accommodations are shared, updates need to be communicated with the CTC as changes occur that impact testing

Questions or Concerns about AccommodationsContact your campus testing coordinator and then he/she will contact the district testing coordinator if questions arise…

Accommodations for students with disabilities

Documents

Transcript of Accommodations for students with disabilities