Critical Information about Accommodations

79 Pages·2014·6.33 MB·English

Critical Information about Accommodations for
Students with Disabilities taking
State Assessments
This document outlines the appropriate use of accommodations for students with disabilities. For
purposes of state assessments, students needing accommodations due to a disability include
• students with an identified disability who receive special education services and meet
established eligibility criteria for certain accommodations
• students with an identified disability who receive Section 504 services and meet
established eligibility criteria for certain accommodations
• students with a disabling condition who do not receive special education or Section
504 services but meet established eligibility criteria for certain accommodations
For students who receive special education or Section 504 services, the decision to use
accommodations during the state assessments is made by the ARD committee or Section 504
placement committee. In those rare instances where a student does not receive services but meets
the eligibility criteria because of a disabling condition, the decision about using accommodations on
the assessments is made by the appropriate team of people at the campus level, such as the
Response to Intervention (RTI) team or student assistance team.
Understanding the basic principles of accommodations helps ensure their appropriate use in all
educational settings.
Accommodations
• are changes to instructional materials, procedures, or techniques that allow a student
with a disability to participate meaningfully in grade-level or course instruction
• should be effective in allowing a student access to the Texas Essential Knowledge and
Skills (TEKS)
• must be individualized for each student
• are intended to reduce the effect of a student’s disability
• can change over the course of the school year or from year to year based on student
needs
• might be appropriate for classroom use but might not be appropriate or allowed for
use on a state assessment
• should be documented in the appropriate student paperwork
• should be evaluated regularly to determine effectiveness and to help plan for
accommodations the student will need each year
• are not necessary for every student
• are not changes to the performance criteria of an assignment or assessment
• are not changes to the content being assessed and should not replace the teaching of
subject-specific knowledge and skills as outlined in the TEKS
• should not be provided to an entire group of students, such as those in the same
classroom or disability category, as a “one-size-fits-all” accommodation
• are not intended to provide an advantage to a student with a disability (e.g., increase
a passing score to a higher score)
• should not be provided to a student without evidence of effectiveness from year to
year
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Critical Information about Accommodations
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Accommodations During Classroom Instruction and Testing
Accommodations are changes to the materials, procedures, or techniques that allow a student with
a disability to participate meaningfully in grade-level or course instruction. The use of
accommodations occurs primarily during classroom instruction as educators use various
instructional strategies to meet the needs of each student, thus allowing each student to maximize
his or her academic potential. In many instances, students use an accommodation only on a
temporary basis while they are learning a new skill. In some cases, though, a student might
require the accommodation throughout the school year or over several years.
In order to make accommodation decisions for students, educators should have knowledge of the
TEKS and how a student performs in relation to them. Educators should also collect and analyze
data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with
and without the accommodation, observational reports) so that informed educational decisions can
be made for each student. By analyzing data, an educator can determine if the accommodation
becomes inappropriate or unnecessary over time due to the student’s age or changing needs.
Likewise, data can confirm for the educator that the student still struggles in certain areas and
should continue to use the accommodation.
Accommodations During State Assessments
Educators, parents, and students must understand that accommodations provided during
classroom instruction and testing might differ from accommodations allowed for use on state
assessments. While classroom instruction can be individualized to meet the unique educational
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. For this reason, not all accommodations suitable for instruction are allowed during the
state assessments.
The decision to use an accommodation during a state assessment should be made on an individual-
student basis and take into consideration the needs of the student and whether the student
routinely receives the accommodation during classroom instruction and testing. A student who is
unaccustomed to using a particular accommodation might be hindered rather than helped by an
accommodation not routinely used. However, this does not mean that the accommodation must be
used every day during instruction. Routine accommodation use, as defined by the Texas Education
Agency (TEA), results in two important outcomes.
1. The student has used the accommodation often enough during classroom instruction and
testing that he or she is able to use it independently during the state assessment.
Independent accommodation use is applicable to some accommodations (e.g., calculator)
but not to others (e.g., oral administration).
2. The accommodation has proven to be effective in meeting the student’s specific needs, as
evidenced by student scores or teacher observations with and without accommodation
use.
It is important to keep in mind that the policies for accommodation use on state assessments
should not limit an educator’s ability to develop individualized materials and techniques to facilitate
student learning. Instruction comes first and can be customized to meet the needs of each student.
Unlike instruction, state assessments must be standardized so that student results can be
compared and interpreted.
NOTE: Test administration procedures and materials that any student may use on state
assessments are described in the Allowable Test Administration Procedures and Materials document
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on the Accommodation Resources webpage. These are not considered testing accommodations and
are allowed for any student who needs them.
The Accommodation Triangle
After determining which accommodations are effective for a student, the educator should
investigate whether each accommodation is allowed on a particular state assessment, as not all
accommodations are applicable to all assessments. The Accommodation Triangle below organizes
accommodations for students with disabilities by type, depending on the decision-making
authority–appropriate team of people at the campus level or approval of an Accommodation
Request Form by TEA. The complete Accommodation Triangle, with links to each accommodation
policy, is available on the Accommodations for Students with Disabilities webpage.
Type 1
Type 2
Type 1–accommodations approved locally: This type of accommodation is available for
students who meet specific eligibility criteria. The decision to provide a Type 1
accommodation to a student 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). It is not necessary to submit an Accommodation Request Form to TEA.
Type 2–accommodations requiring TEA approval: This type of accommodation requires
the submission of an Accommodation Request Form to TEA. For accommodations listed in
the Accommodation Triangle under Type 2, the appropriate team of people at the campus
level (e.g., ARD committee, Section 504 placement committee, RTI team, student
assistance team) determines whether the student meets all of the specific eligibility
criteria and, if so, submits an Accommodation Request Form to TEA. Accommodation
Request Forms must be received by TEA according to the posted deadlines. Late requests
will NOT be processed unless circumstances involving the student change after the
deadline (e.g., newly enrolled student, medical emergency, updated ARD committee
decisions). The request must be approved by TEA before a student can use the
accommodation on the state assessment. Any accommodation that requires the
submission and approval of an Accommodation Request Form must be documented in the
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student’s paperwork as “pending TEA approval.” In the event that a request is denied, the
campus should be prepared to meet the student’s needs with allowable accommodations.
Planning for Testing Accommodations
Careful review of state accommodation policies is required so that students receive only those
accommodations that are allowed or approved by TEA for use on state assessments. Testing
coordinators, test administrators, and other campus personnel involved in state testing must
consider the following questions related to providing accommodations on test day.
• Which students will receive accommodations on test day?
• What special arrangements need to be considered for students who will use
accommodations on test day? For example, ensuring that calculators and other equipment
have sufficient batteries or choosing separate settings for students who use certain
accommodations requires advance planning.
• What staff training is needed to properly provide certain testing accommodations? For
instance, transcribing a student’s responses onto an answer document or providing an oral
administration requires advance training.
• What campus and district procedures are in place to ensure test security?
• What procedure is in place and who is responsible for recording accommodations on the
answer document or in the Assessment Management System for online tests?
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Type
1
Individualized Structured Reminders
Description of Accommodation
This accommodation allows a test administrator to provide a student with a disability individualized
structured reminders to stay on task during state testing beyond what is required or allowed for
any student during the standard administration procedures.
Assessments
For a student who meets the eligibility criterion, this accommodation may be used on
• STAAR
• STAAR Spanish
• STAAR L
• STAAR A
• TELPAS grades 2–12 reading
Student Eligibility Criteria
A student may use this accommodation if he or she
rrroutinely and effectively uses this accommodation during classroom instruction and
testing.
Authority for Decision and Required Documentation
• For a student receiving special education services, the decision is made by the ARD
committee based on the eligibility criteria and is documented in the student’s IEP.
• For a student receiving Section 504 services, the decision is made by the Section 504
committee based on the eligibility criteria and is documented in the student’s IAP.
• For a student not receiving special education or Section 504 services, the decision is made
by the appropriate team of people at the campus level (e.g., RTI team, student assistance
team) based on the eligibility criteria and is documented according to district policies.
• In the case of an ELL with a disability, the decision should be made by the applicable
group above in conjunction with the student’s LPAC. The decision is to be documented by
the LPAC in the student’s permanent record file and by the other applicable group, as
described above.
• After state testing, GA must be recorded in the ACCOMM. field on the student’s answer
document or in the Assessment Management System for online administrations. This
indicates that an allowable general accommodation was made available to the student.
No Accommodation Request Form required.
ARF

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Individualized Structured Reminders
Examples/Types
This accommodation includes but is not limited to
• paperclips or adhesive notes used to divide test into sections
• more-frequent or less-frequent reminders of time left to test than required in the standard
administration procedures
• structured reminders that are part of a behavior plan
• personal timer or clock set to remind a student to move on to the next question, page, or
section or to remind a student to stop at preestablished times during the test
• index cards that have handwritten or color-coded reminders to continue working
Special Instructions/Considerations
1. General reminders to stay on task (e.g., test administrator taps student on the shoulder, verbal
reminder to continue working) are allowable test administration procedures for any student who
needs them per the Allowable Test Administration Procedures and Materials document on the
Accommodation Resources webpage. General reminders are not considered accommodations;
however, when a student requires more individualized structured reminders, the appropriate
team of people at the campus level need to determine eligibility and document the decision in
the appropriate paperwork.
2. A student who uses this accommodation may complete the test in a separate setting to
eliminate distractions to other students and to ensure the confidentiality of the test.
3. Some students might need assistance with certain reminders (e.g., inserting paperclips, setting
the timer). This is allowable; however, it is preferable that the student, rather than the test
administrator, direct or control the use of the reminder when possible.

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Type
1

Amplification Devices
Description of Accommodation
This accommodation reduces the interference of background noise and the effect of distance
between a speaker and a student whose disability affects hearing or focus in large-group settings.
Assessments
For a student who meets the eligibility criterion, this accommodation may be used on
• STAAR
• STAAR Spanish
• STAAR L
• STAAR A
• TELPAS grades 2–12 reading
Student Eligibility Criteria
A student may use this accommodation if he or she
rrroutinely and effectively uses this accommodation during classroom instruction and
testing.
Authority for Decision and Required Documentation
• For a student receiving special education services, the decision is made by the ARD
committee based on the eligibility criteria and is documented in the student’s IEP.
• For a student receiving Section 504 services, the decision is made by the Section 504
committee based on the eligibility criteria and is documented in the student’s IAP.
• For a student not receiving special education or Section 504 services, the decision is made
by the appropriate team of people at the campus level (e.g., RTI team, student assistance
team) based on the eligibility criteria and is documented according to district policies.
• In the case of an ELL with a disability, the decision should be made by the applicable
group above in conjunction with the student’s LPAC. The decision is to be documented by
the LPAC in the student’s permanent record file and by the other applicable group, as
described above.
• After state testing, GA must be recorded in the ACCOMM. field on the student’s answer
document or in the Assessment Management System for online administrations. This
indicates that an allowable general accommodation was made available to the student.
No Accommodation Request Form required.
ARF
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Amplification Devices
Examples/Types
This accommodation includes but is not limited to
• speakers
• frequency-modulated (FM) system
Special Instructions/Considerations
A student who uses this accommodation may complete the test in a separate setting to eliminate
distractions to other students and to ensure the confidentiality of the test.
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Type
1
Projection Devices
Description of Accommodation
This accommodation allows for enlarging text, graphics, or the display on a computer monitor for a
student with a disability.
Assessments
For a student who meets the eligibility criterion, this accommodation may be used on
• STAAR
• STAAR Spanish
• STAAR L
• STAAR A
• TELPAS grades 2–12 reading
Student Eligibility Criteria
A student may use this accommodation if he or she
rrroutinely and effectively uses this accommodation during classroom instruction and
testing.
Authority for Decision and Required Documentation
• For a student receiving special education services, the decision is made by the ARD
committee based on the eligibility criteria and is documented in the student’s IEP.
• For a student receiving Section 504 services, the decision is made by the Section 504
committee based on the eligibility criteria and is documented in the student’s IAP.
• For a student not receiving special education or Section 504 services, the decision is made
by the appropriate team of people at the campus level (e.g., RTI team, student assistance
team) based on the eligibility criteria and is documented according to district policies.
• In the case of an ELL with a disability, the decision should be made by the applicable
group above in conjunction with the student’s LPAC. The decision is to be documented by
the LPAC in the student’s permanent record file and by the other applicable group, as
described above.
• After state testing, GA must be recorded in the ACCOMM. field on the student’s answer
document or in the Assessment Management System for online administrations. This
indicates that an allowable general accommodation was made available to the student.
No Accommodation Request Form required.
ARF
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Projection Devices
Examples/Types
This accommodation includes but is not limited to
• closed-circuit television (CCTV)
• document camera
• LCD projector (for tests administered online)
Special Instructions/Considerations
1. A student who uses this accommodation may complete the test in a separate setting to
eliminate distractions to other students and to ensure the confidentiality of the test.
2. Secure test materials cannot be saved in any way in order to use this accommodation. In
addition, it is a local responsibility to ensure that devices with recording capabilities have that
capability disabled.
3. If secure test materials must be photocopied in order to use this accommodation, refer to the
Photocopying Test Materials accommodation policy.
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