1 Manual available online only on the Accommodations Resources page at

1

Manual available online only on the Accommodations Resources page at

http://www.tea.state.tx.us/student.assessment/resources/accommodations(Copy as needed for educational purposes)

http://www.tea.state.tx.us/student.assessment/resources/accommodations

These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency.

If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide.

28/18/2010 TETN #7928 TEA Student Assessment Division

1. Purpose of Training2. Key Changes3. Federal and State Requirements4. General Accommodation Information5. Accommodations by Category Chart6. TELPAS7. TAKS-ALT8. LAT9. Accommodation Request Process10. Providing Accommodations During Instruction and

Assessment11. Appendices12. Frequently Asked Questions13. Miscellaneous


To provide information applicable to ALL students about the use of accommodations on TAKS, TAKS (Accommodated), TAKS-M, TAKS-ALT, TELPAS, and LAT

To provide information about how to request accommodations that are not listed in this manual or that require an Accommodation Request Form

4

This training should not replace reading the manual.



An icon has been used throughout the manual to direct the reader to additional materials that may assist educators when making accommodation decisions.

“Selecting Accommodations for Assessment” has been revised to clarify the purpose of accommodation use on state assessments.

Procedural information for transcribing that was located under “Other Methods of Response” has been relocated to the District and Campus Coordinator Manual, test administrator manuals, and test administration directions.


A new section titled “Accommodations for TAKS-ALT” has been included in the manual.

The section titled “Linguistic Accommodations for English Language Learners” now includes information about special provisions for unschooled ELL asylees and refugees.

The list of supplemental aids allowed for TAKS (Accommodated) and TAKS-M in Appendix D has been revised.

The accommodation of “Blank Graphic Organizer” that was located in the Accommodations by Category Chart has been moved to Appendix D as an allowable supplemental aid.



Elementary and Secondary Education Act of 1965 (ESEA)-also known as No Child Left Behind (NCLB)

Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

Section 504 of the Rehabilitation Act of 1973

Section 39.023 of the Texas Education Code

(TEC)



Accommodations are changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing.

Accommodationso do not substantially alter the content or performance

criteria of assignments and assessments.o should not replace the teaching of subject-specific

knowledge and skills.o are intended to enable students with special needs,

disabilities, or who are learning English to participate meaningfully in grade-level instruction.

o are not intended to provide a student with an advantage over other students.


General education students with special needs

Students receiving services through Section 504

Students receiving special education services

English language learners


Accommodation decisions should be based on the needs of individual students, not an entire group of students.

The use of accommodations should be a routine part of a student’s classroom instruction and testing.

Some accommodations may be appropriate for instructional use, but not appropriate or allowed for use on a state assessment.

Students should be involved in selecting accommodations when appropriate.


When documenting accommodation use, consider the services a student is receiving.o Special education: all accommodations must be documented

in the student’s IEPo Section 504: all accommodations must be documented in the

student’s IAPo Eligible ELLs: in addition to the above requirements, the LPAC

must document assessment accommodations for ELLs and keep in the student’s permanent record file

o Other: districts should document use of accommodations according to local policies (questions regarding local policies should be answered at the district level)

Accommodations that require submission of an Accommodation Request Form should be documented as “pending TEA approval.”


State assessment accommodations must be recorded on the scorable document.

Accommodations are categorized in four ways:o Presentation (P)o Response (R)o Setting (S)o Timing and scheduling (T)

Exceptionso Braille (BR)o Large-print (LP)o Oral administration (OA)o Dyslexia Bundled Accommodation (DB)o Linguistic accommodations

158/18/2010 TETN #7928

TEA Student Assessment Division

For details on recording accommodations on scorable documents, see the District and Campus Coordinator Manual or LAT Test Administrator Manual.



This chart describes accommodations for TAKS, TAKS (Accommodated), TAKS-M, and TELPAS.

Except as specified in the chart, accommodations listed for TAKS, TAKS (Accommodated), and TAKS–M are available for eligible students who participate in LAT administrations of these assessments.

Conditions for use are listed below each accommodation.


Checkmarks indicate whether an accommodation may be considered for use on a specific assessment by a student who meets certain conditions.

An asterisk (*) indicates that accommodation is applicable only for paper administrations of TELPAS grades 2-12 reading tests, which are only available through a special request process.

19

Italicized text denotes that an Accommodation Request Form is required.

20

Appendix A denotes that no Accommodation Request Form is required. Accommodation use is determined locally by eligibility criteria for oral/signed administrations and dyslexia bundled accommodations.

21

Accommodation use is determined locally based on conditions listed below some accommodations. No Accommodation Request Form is required in these cases.

22

When there are no conditions listed, accommodation use is determined locally based on student need and whether student routinely receives the accommodation. No Accommodation Request Form is required in these cases.

23

24

Procedural information for transcribing that was located under “Other Methods of Response” last year has been relocated to the District and Campus Coordinator Manual, test administrator manuals, and test administration directions manuals.

The accommodation of “Blank Graphic Organizer” that was located in the Accommodations by Category Chart last year has been moved to Appendix D as an allowable supplemental aid.


The appendices must be used in conjunction with this chart because they contain specific information about certain accommodations.

Information about accommodations for TELPAS not covered in this chart can be found on page 29.

TAKS–ALT presentation supports/materials are found on pages 30–49.

Information about linguistic accommodations are found on pages 50-59.



TELPAS reading tests in grades 2-12 are administered online.

Students should be familiar with reading on computers during instruction.

Now is a great time to be thinking about getting students accustomed to reading online and using accommodations online (if appropriate).

Tutorials are available to help students learn to use TELPAS reading test software and practice taking the test online. Released online tests are also available.


For extenuating circumstances only

Consider using an accommodation online before requesting a paper booklet.

In rare instances in which it is not feasible or appropriate to use an accommodation online, a paper test booklet (including large-print) can be requested by submitting an Accommodation Request Form (ARF).

ARF must include information explaining why a comparable accommodation in online test is not appropriate.


Requests must be received at least two weeks before testing to allow time to process request and ship materials.

If request is approved, TEA will notify district testing coordinator and order the test booklet.


paper tests will be approved only in rare instances

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)


Assessments based on student classwork and observation during daily instruction

Most accommodations used during regular classroom instruction are appropriate

Exceptions: Any accommodation that would interfere with ability of assessment to give clear picture of student’s English language proficiency (Example: submitting writing samples for which a student relied heavily on a dictionary)



Presentation Supports and Materials for TAKS-ALT have been added to the manual on pp 30-49.

TAKS-Alt will be addressed in TETN #7929 scheduled for September 1, 2010.

No accommodation form is necessary for TAKS-Alt accommodations.

Teachers record the preplanned supports, materials, and response modes used during the observation on the first page of the state-required documentation form.



LAT is used to meet federal testing requirements for math, science, and reading/ELA tests administered in grades 3–8 and 10.

The Texas English Language Proficiency Standards (ELPS) require all teachers to provide appropriate linguistic accommodations during the instruction of ELLs in all subjects.

LAT is administered only to students who meet the eligibility criteria.


36

*Not available for LAT administrations of TAKS–M

37

NOTE: There are exceptions for LAT administrations of the WRITING sections of grade 10 ELA, as explained in the manual.


Remember that—

in addition to linguistic accommodations, a student taking LAT may be eligible to receive accommodations related to other types of special needs

the ARD in conjunction with the LPAC must determine and document linguistic accommodations and other special needs accommodations for students taking LAT who receive special education services


Consult the Accommodations by Category chart for information on accommodations for LAT participants who have other special needs.

Available special needs accommodations depend on which test the student is taking—LAT administration of TAKS, TAKS (Accommodated), or TAKS-M


40

When choosing these types of accommodations for a student taking LAT, first consider what academic skills test the student is eligible to take. A student taking a LAT administration of TAKS test would not

be eligible to use a supplemental aid because supplemental aids are not allowed on TAKS.

Students served by special education who take a LAT administration of TAKS (Accommodated) or

TAKS-M may be permitted to use of this accommodation, if the supplemental aid conforms

to the guidelines in Appendix D of the manual.8/18/2010 TETN #7928


The following accommodations from the Accommodations by Category Chart 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 administrations.


House Bill (HB) 3 extended the time for making special assessment allowances for ELLs who are unschooled asylees and refugees

Details on the special allowances and available linguistic accommodations for these students may be found in the LPAC Decision-Making Process for the Texas Assessment Program


In LAT grades and subjects, eligible students may be provided allowable linguistic accommodations.

In non-LAT grades and subjects, eligible students may be provided allowable linguistic accommodations, but an Accommodation Request Form must be submitted.

44

LAT Grades and Subjects 3-8 and 10 mathematics 3-8 and 10 reading/ELA 5, 8, and 10 science

Non-LAT Grades and Subjects 4 and 7 writing 8 and 10 social studies 9 reading and mathematics Exit level – all subjects

Accommodation request should: ◦ specify that the student qualifies for special

provisions as an unschooled asylee/refugee◦ include information explaining why the

accommodation is needed

Districts should follow accommodation request process outlined in the 2010-2011 Accommodations Manual

LPAC should document approved accommodations in student’s permanent record file



47

Step 1

Step 2

Step 3

Step 4

Step 5

MUST consult Accommodations by Category Chart to determine if Accommodation Request Form is necessary

Requests should not be submitted for accommodations that are locally determined

Additional information about accommodations for TELPAS on page 29

Contact campus or district testing coordinator when questions arise


Follow district policy regarding which staff members may complete Accommodation Request Forms

NEVER include confidential student information (first and last name, social security number, IEP)

One request form for each student needing an accommodation, even if it lists multiple testing programs, multiple accommodations, and/or multiple administrations

Name and/or description of accommodation must be provided


What is effective objective evidence?Explanation of disability and how it relates to

accommodationObservational narrative describing how student performs

with and without accommodationTest scores with and without use of accommodation

What is ineffective objective evidence?Vague descriptions that do not clearly indicate student

needInformation that shows the student is not successful even

with an accommodationEvidence of student success when not using the

accommodation


Online Accommodation Request Form is the preferred method o http://www.txetests.com/dev/accdev/ChooseDistrict.aspo Attach electronic copies of supplemental aids in a PDF fileo Online system is not secure, so districts should never submit

confidential student informationo Only submit one request per student

District testing coordinator must review each request to determine whether it is necessary and appropriate and, if so, submit to TEA with “signature” o Print signature on paper forms o Reply to e-mails generated by online Accommodation Request

Form


http://www.txetests.com/dev/accdev/ChooseDistrict.asp

Accommodation Request Forms must be received by TEA at least one week prior to testing to ensure enough time to respond.

Accommodation Request Forms for a TELPAS reading paper test booklet must be received by TEA at least two weeks prior to testing to allow time for processing the request and shipping materials.

Do not assume approval just because a request was submitted.


We respectfully request that Internet Explorer 6 (IE6) users update their Internet Explorer. Please consider using IE v7.0 or greater or access the form using Macintosh’s Safari, or Mozilla’s Firefox browsers.

Faxing should only be considered as a last resort as processing faxed requests takes considerably more time.


Request can be:o Approvedo Approved with conditions (e.g., conditions for

photocopying secure test material, approved with edits)oDenied

Decisions are valid during an entire testing cycle, including all retests.

TEA will communicate the decision to the district testing coordinator by e-mail or fax.

This may take several weeks, although every attempt is made to address requests promptly.


Accommodation Request Forms received by faxoDistrict testing coordinator receives all

accommodation decisions and associated information by fax and relays to campuses.

Accommodation Request Forms received via online systemoDistrict testing coordinator and the individual who

originated the request will receive an e-mail communication from TEA.

Any accommodation information should then be shared with appropriate campus staff who are responsible for planning for test days.


Providing Accommodations During Instruction and Assessment


Planning for Test Dayo Communicationo Training

Ensuring Test Securityo Information regarding test security is found in the

District and Campus Coordinator Manual, the Test Security Supplements, and the Test Administrator Training modules.

Evaluating and Improving the Use of Accommodationso Collect and analyze data on the use and effectiveness

of accommodations.o Evaluation of a student’s needs is the responsibility of

all involved in the education of a particular student.



No significant changes from last year Available for TAKS and TAKS (Accommodated) reading tests

at grades 3-8 Not available for TAKS-M tests or LAT administrations Eligibility determined locally but must be based on the

criteria found on page 76 of this manual No Accommodation Request Form required Test directions and proper nouns list provided to test

administrators for TAKS (Accommodated) are different from those provided for TAKS.

Test administration procedures can be found in the District and Campus Coordinator Manual and the test administration directions.


59

No significant changes from last year Available for TAKS, TAKS (Accommodated), and TAKS-M

mathematics, science, and social studies tests Not available for reading, writing, or ELA tests Eligibility determined locally but must be based on the

criteria found on page 78 of this manual No Accommodation Request Form required Test administration procedures can be found in the District

and Campus Coordinator Manual and test administration directions.o Test administrators should refer to the “Oral Administration” appendix

of the appropriate test administration directions for instructions on reading aloud certain types of test items.


No significant changes from last year

Available for TAKS, TAKS (Accommodated), and TAKS-M tests in both contracted and uncontracted braille

Not available for TELPAS reading tests

For information about braille versions of LAT, contact TEA’s Student Assessment Division

No Accommodation Request Form required


Test materialso Must be ordered online and will arrive 1 week before testing

in a separate shipment from other secure materials o One braille form per grade for both TAKS and TAKS

(Accommodated), so order TAKS booklet for students designated to take TAKS (Accommodated)

o Print test booklet included in all braille kits should be used for oral administration and administration of TAKS-M reading, ELA, and writing tests

o Braille pages are single-sided and braille lines are single-spaced


Specific Braille Instructions (SBI)o Are secure and arrive one week prior to testing with other

braille materials; o Are posted online one week prior to testing (test

administrators should be made aware)o Are a supplement to the test administrator directions and

include replacement text for parts of those directionso Need to be viewed prior to test day to determine

materials needed on test

Replacement items, if any, are included with SBI so test administrator can substitute them during an oral administration for the items replaced in the print test.


An Accommodation Request Form is not required for:o computers, low-vision devices,

braille paper, pens, crayons, pencils, placeholders, manipulatives specified in specific braille instructions, slate and stylus, electronic note-takers, braille rulers, Cranmer modified abacus, speech-output calculators, periodic table routinely used in the classroom; electronic dictionaries/ thesauruses may be used as a supplemental aid for TAKS (Accommodated) and TAKS-M as allowed in Appendix D.

An Accommodation Request Form is required for:o any accommodation specified

in the Accommodations by Category Chart that requires a request (e.g., extended time)

o two types of test booklets (e.g., a large-print test booklet in addition to a braille test booklet)


65

Required test materialsoFor tests that require the availability of a

dictionary, students may use an electronic dictionary/thesaurus.

oFor tests that require the availability of a calculator, students may use an audio-graphing calculator (AGC).

Refer to the District and Campus Coordinator Manual for those assessments that require the availability of a calculator or dictionary/thesaurus.


Student Response Procedureso Responses to open-ended reading items and written

composition must fit into space provided on the scorable document

o Students who use a computer to generate a written response may save periodically during completion, but must be deleted when the student is finished testing.


Transcribing/recording information on scorable documento Student responses must be transferred to a scorable document

or they will not be scoredo No field-test items on braille tests, so test administrator will not

use last column on TAKS answer document (does not apply to retests)

o Test administrator marks in TAKS or TAKS ACCOMM section of TEST TAKEN INFO field on the TAKS scorable document depending on which test is designated in IEP

o Test administrator does not need to record test booklet number or test form number

o Test administrator must mark braille (BR) bubble and bubble(s) for other accommodations used (P, R, S, and/or T) in the ACCOMMODATIONS (FOR ALL PROGRAMS) field.


No significant changes from last year Available for all TAKS, TAKS (Accommodated), and TAKS-M

tests, TELPAS reading tests, and LAT administrations Eligibility determined locally, but student must have an

impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for Special Education with a Visual Impairment, etc.) AND use large-print materials in instruction and testing. No Accommodation Request Form required if the student meets both eligibility requirements.

An Accommodation Request Form is required:o For students who don’t meet both eligibility requirementso To photocopy and further enlarge a large-print testo To use two types of test booklets (e.g., a regular print test in addition to

large-print test)o For any accommodation in Accommodations by Category Chart that

requires a request (e.g., extended time)


Test Materialso The number of students who need large print should be

identified during enrollment periods in the fall or in January (for April testing only)

o Large-print tests should not be ordered for an entire classo District testing coordinators can update order up to two

weeks prior to testing for students not included in enrollment periods (e.g., new students to the district)

o Included with initial secure shipment (except for TELPAS reading)


Student Response Procedureso Students should insert large colored sheet provided

behind the page they are working on to reduce see-through effect and to keep any marks made on page from bleeding through

o A separate sheet for griddable items is included with large-print tests so students are aware of the number of boxes available for the answer


Transcribing and recording information on a scorable documento Student responses must be transferred to a scorable

document or they will not be scoredo Test administrator must mark the large-print (LP) bubble

and bubble(s) for other accommodations used (P, R, S, and/or T) in the ACCOMMODATIONS (FOR ALL PROGRAMS) field


Appendix C was new last year. No significant changes have been made since then; however, clarifying language was added.

TEA has not received much feedback about this appendix; however, your feedback is welcome.

Make sure educators who work with this population are aware of this appendix.


Who can be a test administrator?o Hold valid education credentials or be under supervision of

professionals who hold credentialso Be trained and sign security oatho Deaf educators and certified sign language interpreters who

are employees of the district

Certified sign language interpreters who are not employees of the district can only facilitate communication between test administrator and studentso Cannot administer tests or be left unattended with secure

test materialso Must be trained, sign oath, and be supervised by a

certified professional who is an employee of the district


Specific Accommodations Transcribing Written Composition and Open-Ended

Reading Responses◦ Clarifications have been made to this section to better

communicate when an Accommodation Request Form is required.

◦ If student uses Contact Signs or a sign system that is a strict form of Manually Coded English, student responses should be transcribed word-for-word onto the scorable document.

◦ If student uses American Sign Language (ASL) and needs their responses translated into correct English grammar, an Accommodation Request Form must be submitted to TEA for permission to translate a student’s response prior to transcribing it onto the scorable document.


Sign Language Dictionaryo As a supplemental aid, a grade- or ability-appropriate

sign language dictionary may be used (refer to Appendix D).

o As a required part of standard test administration procedures, a grade-appropriate sign language dictionary may be used in conjunction with the standard English dictionary/thesaurus.


Signing or Amplifying Test Contento Only in these cases:

• oral/signed administration• dyslexia bundled administration• reading aloud questions/answer choices for TAKS-M

reading selections• reading aloud portions of TAKS-M reading, ELA, and writing tests

Goal = Provide the same level of access to printed information that would be provided to a hearing student who receives an oral presentation for the types of administrations listed above


Signing Test Content: What sign should the test administrator use?o A: Sign exists-use it when the word/phrase occurs

in print on the testo B: Sign has been locally developed-use it when the

word/phrase occurs in print on the testo C: If A and B don’t apply, determine whether the word/phrase IS or IS NOT the concept

being assessed:

• IS content being assessed-fingerspell word• IS NOT content being assessed-use a reasonable

equivalent or expansion778/18/2010 TETN #7928


Preparing for a Signed Administrationo Previewing test content in order to properly

prepare for a signed administration is allowed ONLY on the day the test is administered.

o Follow all standard test security policies outlined in the District and Campus Coordinator Manual.

oResponding to test items, recording information, or discussing test content is strictly prohibited.


This appendix has been revised to more clearly communicate how districts can make determinations locally about supplemental aids.

Supplemental Aids:o Are only for students receiving special education

services who take TAKS (Accommodated) or TAKS-M o Must be documented in the IEP (and permanent record

file if student is also ELL)o Are for students who have a disability that affects

memory retrievalo Should be individualized for each student


Supplemental Aids:o Should not replace the teaching of skills designated in

the curriculumo Must serve as a tool and not a source of direct answerso Should include content relevant only to the student’s

grade level o Should be factual and error-freeo Should be concise and well-organizedo Should be routinely used in classroom instruction and

testing if they are to be used on a state assessmento May be appropriate for instructional use, but may not

be appropriate or allowed for use on a state assessment

80

Using Supplemental Aids on State Assessments oTAKS

• Not allowed even if student receives Section 504 services or special education services.

oTAKS (Accommodated)• Allowed if listed in Appendix D; an

Accommodation Request Form is not required. For supplemental aids not listed in Appendix

D, an Accommodation Request Form is required.


Using Supplemental Aids on State AssessmentsoTAKS-M

• Allowed if listed in Appendix D; an Accommodation Request Form is not required.

• Supplemental aids not listed in Appendix D should be reviewed by district/campus personnel using the guidelines on page 91.

• Training slides outlining the review process for TAKS-M supplemental aids will be posted on the Accommodations Resources webpage at a later date.

o TELPAS• All supplemental aids for grades 2-12 TELPAS

reading tests require an Accommodation Request Form.

o 828/18/2010 TETN #7928


Each supplemental aid listed in this appendix has been determined to be a tool and not a source of direct answers and is allowed for TAKS (Accommodated) and TAKS-M. Therefore, an Accommodation Request Form is not required.

Changes in the allowed supplemental aids for: o Mathematics

• Addition charts may be used.• A list of words for the numbers 0-9 and the multiples of 10

up to 100 may be used.• Pictorial models of real or play money, clocks, base-ten

blocks, various types of counters, and algebra tiles may be used.


o Mathematics, continued• Pictorial models of two and three-dimensional figures may

be used and may be labeled with only words and/or variables that appear on the grade-appropriate mathematics chart (except for the name of a figure and its attributes) provided by TEA. For example, if a pictorial model of a triangle is used, labeling the base and height with the words and the variables b and h would be allowed because they appear on the mathematics chart, but identifying a vertex or a side would not be allowed.

• Blank graphic organizers may be used.• A description of the process needed to solve a problem

was removed from Appendix D and now requires the submission and approval of an Accommodation Request Form.


oReading/ELA (reading selections)• Definitions of literary terms may no longer be used• Blank graphic organizers may be used

oWriting/ELA (open-ended reading items, written composition, and revising and editing section)• Blank graphic organizers may be used


o Social Studies• New language regarding blank timelines has been

inserted: “labeling cannot be text or pictures”• Blank graphic organizers may be used

o Science• New language regarding graphics has been inserted:

“Graphics may not contain titles, words, labels, acronyms, numbers, or symbols.” *

• Addition charts may be used• Multiplication charts may be used• Blank graphic organizers may be used

*A correction has been made to the 2010-2011 Accommodations Manual , and the word “pictures” has been removed from this language in science.



The IEP documentation should connect the supplemental aids that a student uses to his/her present levels of academic achievement and functional performance (PLAAFP). ◦ How do the supplemental aids ensure access to a free

appropriate public education (FAPE)? ◦ Why does the student need these supplemental aids?

It would be a good idea to specifically document (or attach copies of) what the student currently uses, but include a statement that allows for additional supplemental aids that a student may need as new skills are introduced.


The IEP documentation should be specific enough that a teacher knows what supplemental aids a student needs in order to be successful.

Think…o If the student left my school tomorrow and

enrolled in a new school, would the IEP inform the new teacher about the types of supplemental aids the student needs in order to be successful?

o If a new student entered my classroom tomorrow, what information would I want the IEP to include so I could provide the student with the appropriate supplemental aids?


Yes (page 91), if there is objective evidence of student need.

TEA determinations about supplemental aids that have been requested for TAKS (Accommodated) can be used as a guide when determining whether an aid may be used for TAKS–M. ◦ Example: If TEA determined that a supplemental aid was

denied for TAKS (Accommodated) because it was a source of direct answers, the supplemental aid would not be allowed for TAKS–M.

◦ Example: If TEA determined that a supplemental aid required revisions before it was allowed for TAKS (Accommodated), the same revisions would be required before the supplemental aid could be used for TAKS–M.

An Accommodation Request Form should not be submitted for supplemental aids used on TAKS–M.


All supplemental aids should:◦ be concise and well-organized◦ contain ONLY information a student needs to

address specific areas of weakness… INDIVIDUALIZE In most cases a supplemental aid should be

about one page, but definitely not longer than a few pages.


These two terms are defined in the Accommodations by Category Chart (page 25). ◦ A supplemental aid is a resource that assists a

student in recalling information. Supplemental aids are generally provided on paper.

◦ Manipulatives are concrete objects that a student can move and touch in order to visualize abstract concepts.


No (page 68). Accommodation requests that are approved are

valid during an entire testing cycle, including all retest administrations. If a student needs the accommodation in subsequent years, a new Accommodation Request Form must be submitted.

Yearly evaluation of the accommodations a student needs should be a part of all educational programs. Information may support the continued use of some accommodations for a student or require the rethinking of others.


No (page 92). TEA approval of a supplemental aid for one

student does not apply to all students who use that supplemental aid.


It depends on the subject.◦ Mathematics: Mnemonic devices that are acronyms

and/or phrases may be used (page 93).◦ Reading/ELA/Writing: Mnemonic devices that are

acronyms, phrases, words, pictures, or a combination of these may be used (pages 95-96).

◦ Social Studies: Mnemonic devices that are acronyms may be used (page 97).

◦ Science: Mnemonic devices that are acronyms and/or phrases may be used (page 98).


Accommodations should be routinely used in classroom instruction and testing (pages 13-14).

“Routinely used” does not necessarily mean that the accommodation must be used during every lesson on every day.

A student must be familiar enough with an accommodation that he/she is able to use it effectively on the day of the test. ◦ Do not provide a new or unfamiliar accommodation to a

student during a state assessment.◦ A student unaccustomed to using a particular

accommodation may be hindered rather than helped by accommodations not routinely used.


No. But you can use the “Find” or “Search” feature on your computer and type in a key word. This will take you to every place in the manual where this key word is mentioned.◦ For instance, use CONTROL F and type in

“routine” to find all references to the phrase “routinely used.”



Updates and training opportunities can be found on the Accommodations Resources page at: http://www.tea.state.tx.us/student.assessment/resources/accommodations

Information about accommodations for the STAAR program beginning in 2011-2012 will be posted as it becomes available.

Teacher Tools that are listed on the Accommodations Resources page will be updated soon and will replace the versions from last year.


8/18/2010 (#7928) 2010-2011 Accommodations Manual 9/1/2010 (#7929) TAKS-ALT training and general updates 9/15/2010 (#7930) 2010-2011 ARD Manual 10/8/2010 (#8301) Accessing TAKS-ALT Online System 11/3/2010 (#7931) General Updates and a review of changes

to online system 1/5/2010 (#7932) Accountability and updates to TAKS-ALT

procedures 3/24/2010 (#7933) Questions concerning upcoming tests and

the close of the TAKS-ALT submission window 5/12/2010 (#7960) Preview for 2011-2012

100


Phone: (512) 463-9536

FAX: (512) 463-9302

E-mail: [email protected]

101


Documents

1 Manual available online only on the Accommodations Resources page at