for Students with Special Needs Webinar January 11, 2012 www.lead4ward.com
Word Wall Term Assessed Curriculum TEA Definition Texas Education Agency Student Assessment Division September 2010 The Texas Essential Knowledge and Skills (TEKS) that are eligible to be assessed (i.e. can be tested in a multiple choice, griddable, or open-ended response manner) Notes: Standard Readiness Standard Readiness standards have the following characteristics: They are essential for success in the current grade or course. They are important for preparedness for the next grade or course. They support college and career readiness. They necessitate in-depth instruction. They address broad and deep ideas. TEKS and Corresponding Student Expectations Supporting Standard Supporting standards have the following characteristics: Although introduced in the current grade or course, they may be emphasized in a subsequent year. Although reinforced in the current grade or course, they may be emphasized in a previous year. They play a role in preparing students for the next grade or course but not a central role. They address more narrowly defined ideas. Supporting standards: Support a current readiness standard Serve as a foundation for a readiness standard in another grade level Are important but not critical to the grade level Process Standard [Student expectations that relate to the skills of the content area] In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas. Process standards are noted in the TEKS as: Underlying Processes and Mathematical Tools Scientific Investigation and Reasoning Skills Social Studies Skills Ineligible Standard TEKS for a grade level/course which cannot be assessed in a traditional format Reporting Category The assessed curriculum documents show the reporting categories (referred to as objectives on TAKS) Standards bundled around a common concept, topic, or context lead4ward, LLC 2012 page 1
Rptg Cat 1 Numbers,Operations,and QuantitativeReasoning 2 Patterns,Relationships, AlgebraicReasoning 3 Geometryand SpatialReasoning 4 Measurement 11 14 8 13 Standards Snapshot - Grade 8 Math Modified ReadinessStandards SupportingStandards 10 11 6 10 8.1.A 8.2.B 8.3.B 8.4.A 8.5.A 8.6.A 8.8.C 8.9A 8.9.B compareandorderrationalnumbersinvarious formsincludingintegers,percents,andpositive andnegativefractionsanddecimals useappropriateoperationstosolveproblems involvingrationalnumbersinproblemsituations estimateandfindsolutionstoapplication problemsinvolvingpercentsandother proportionalrelationshipssuchassimilarityand rates generateadifferentrepresentationofdatagiven anotherrepresentationofdata(suchasatable, graph,equation,orverbaldescription) predict,find,andjustifysolutionstoapplication problemsusingappropriatetables,graphs,and algebraicequations generatesimilarfiguresusingdilationsincluding enlargementsandreductions estimatemeasurementsanduseformulasto solveapplicationproblemsinvolvinglateraland totalsurfaceareaandvolume usethepythagoreantheoremtosolvereallife problems useproportionalrelationshipsinsimilartwo dimensionalfiguresorsimilarthreedimensional figurestofindmissingmeasurements 8.1.B 8.1.C 8.1.D 8.2.A 8.2.C 8.2.D 8.3.A 8.5.B 8.6.B 8.7.A 8.7.B 8.7.C 8.7.D 8.8.A 8.8.B 8.10.A 8.10.B selectanduseappropriateformsofrationalnumberstosolvereal lifeproblemsincludingthoseinvolvingproportionalrelationships approximate(mentallyandwithcalculators)thevalueofirrational numbersastheyarisefromproblemsituations(suchas ) expressnumbersinscientificnotation,includingnegative exponents,inappropriateproblemsituations selectappropriateoperationstosolveproblemsinvolvingrational numbersandjustifytheselections evaluateasolutionforreasonableness usemultiplicationbyagivenconstantfactor(includingunitrate)to representandsolveproblemsinvolvingproportionalrelationships includingconversionsbetweenmeasurementsystems compareandcontrastproportionalandnonproportionallinear relationships findandevaluateanalgebraicexpressiontodetermineanytermin anarithmeticsequence(withaconstantrateofchange) graphdilations,reflections,andtranslationsonacoordinateplane drawthreedimensionalfiguresfromdifferentperspectives usegeometricconceptsandpropertiestosolveproblemsinfields suchasartandarchitecture usepicturesormodelstodemonstratethepythagoreantheorem locateandnamepointsonacoordinateplaneusingorderedpairs ofrationalnumbers findlateralandtotalsurfaceareaofprisms,pyramids,andcylinders usingconcretemodelsandnets(twodimensionalmodels) connectmodelsofprisms,cylinders,pyramids,spheres,andcones toformulasforvolumeoftheseobjects describetheresultingeffectsonperimeterandareawhen dimensionsofashapearechangedproportionally describetheresultingeffectonvolumewhendimensionsofasolid arechangedproportionally 5 ProbabilityandStatistics Modified 75%of itemswill bedual coded 42items willbe dual coded 10 56 (4Grid) Modified 60%of itemswill bedual coded 27items willbe dual coded 8 8.11.A findtheprobabilitiesofdependentand independentevents 8.13.B recognizemisusesofgraphicalornumerical informationandevaluatepredictionsand conclusionsbasedondataanalysis 8.11.B 8.12.A 8.12.B 8.12.C 8.13.A usetheoreticalprobabilitiesandexperimentalresultstomake predictionsanddecisions usevariability(range,includinginterquartilerange(iqr))andselect theappropriatemeasureofcentraltendencytodescribeasetof dataandjustifythechoiceforaparticularsituation drawconclusionsandmakepredictionsbyanalyzingtrendsin scatterplots selectanduseanappropriaterepresentationforpresentingand displayingrelationshipsamongcollecteddata,includinglineplots, linegraphs,stemandleafplots,circlegraphs,bargraphs,boxand whiskerplots,histograms,andvenndiagrams,withandwithout theuseoftechnology evaluatemethodsofsamplingtodeterminevalidityofaninference madefromasetofdata 3436questionsfromReadinessStandards 2022questionsfromSupportingStandards 45 (1Grid) 8.14.A 8.14.B 8.14.C 8.14.D 8.15.A 8.16.A 8.16.B 2729questionsfromReadinessStandards 1618questionsfromSupportingStandards ProcessStandards(UnderlyingProcessesandMathematicalTools) identifyandapplymathematicstoeverydayexperiences,toactivitiesinandoutsideofschool,withotherdisciplines,andwithother mathematicaltopics useaproblemsolvingmodelthatincorporatesunderstandingtheproblem,makingaplan,carryingouttheplan,andevaluatingthesolution forreasonableness selectordevelopanappropriateproblemsolvingstrategyfromavarietyofdifferenttypes,includingdrawingapicture,lookingforapattern, systematicguessingandchecking,actingitout,makingatable,workingasimplerproblem,orworkingbackwardstosolveaproblem selecttoolssuchasrealobjects,manipulatives,paper/pencil,andtechnologyortechniquessuchasmentalmath,estimation,andnumber sensetosolveproblems communicatemathematicalideasusinglanguage,efficienttools,appropriateunits,andgraphical,numerical,physical,oralgebraic mathematicalmodels makeconjecturesfrompatternsorsetsofexamplesandnonexamples validatehis/herconclusionsusingmathematicalpropertiesandrelationships Snapshots and other resources available at: Source:TexasEducationAgencyResources REVOct 2011 www.lead4ward.com/resources lead4ward, LLC 2012 page 2
for Students with Special Needs REV Jan 2012 1. Versions of Topic What We Know Considerations Beginning in 2011-12, ALL students in grades 3-11 who are eligible for an alternate assessment based on alternate academic achievement standards will take Alternate. TAKS Alt is no longer available. Design Features: Alternate is similar in design to TAKS Alt (but is more rigorous) Students perform assessment tasks linked to the grade-level TEKS Alternate incorporates a vertical alignment in assessment tasks that will allow scores to be compared across different grades for the same subject 4 essence statements assessed per subject - all state developed and required More rigorous standardized assessment tasks at 3 levels of complexity developed from state-selected prerequisite skills 3 state-developed predetermined criteria for scoring each assessment task Online automated scoring with higher point total opportunities based on teacher evaluation of student performance Participation Requirements (student must meet ALL 5 with specific justification in IEP for each criterion): 1. Does the student have a significant cognitive disability (i.e., limited potential to reach grade-level expectations)? 2. Does the student require specialized supports to access the grade-level curriculum and environment (e.g., specialized academic instruction and support in areas such as expressing needs, getting from place to place, eating lunch, negotiating social situations, and/or taking care of personal needs)? 3. Does the student require intensive, individualized instruction in a variety of instructional settings? 4. Does the student access and participate in the grade-level TEKS through prerequisite skills (that are linked to the grade-level curriculum)? 5. Does the student primarily demonstrate knowledge and skills through performance tasks? Alternate Assessments (performance standards to be set in fall 2012) Alternate Grades 3-8 same subjects as EOCs o English I, II, III o Algebra I, Geometry o World Geography, World History, U.S. History o Biology Alternate EOCs and Alignment of High School Courses Students taking Alternate graduate under the Minimum High School Program (MHSP) Course requirements are specified in MHSP Students taking Alternate must be enrolled in courses with PEIMS numbers that identify the courses as alternate substitutes for MHSP-required courses High school students must participate in Alternate assessments for all courses required for graduation under MHSP 15% and cumulative score requirements are not applicable to Alternate Students who are eligible to receive special education services on the basis of a learning disability are not eligible for Alternate (by definition a student with a learning disability cannot have a cognitive disability) Requirement for students to take Alternate for ALL courses in MHSP is subject to some exceptions: o students in grades 10, 11 or 12 in 2011-12 who received course credit for required courses prior to 2011-12 (TAKS-Alt results can be used to provide assurance of alignment of prior courses to TEKS) o out-of-state or private school transfer students who are granted credit for courses earned before transferring (ARDC must carefully consider whether the courses are aligned to the TEKS credit may only be granted if courses are aligned) Consider how the essence statements relate to the Readiness Standards Provide opportunities for students to learn and generalize their learning Consider opportunities for students to access content with peers in academic and social settings Communicate expectations with parents lead4ward, LLC 2011 Page 1 of 5 lead4ward, LLC 2012 page 3
for Students with Special Needs REV Jan 2012 Topic What We Know Considerations Design of Based on same content as (will reflect increased rigor and focus) 80% of the length of Performance standards will be set as aligned system across grades in a specific subject Will include embedded field test items Students will be required to respond to writing tasks focused on different purposes including personal narrative, literary, expository, persuasive, and analytical writing participation requirements (student must meet all 3 with specific justification and evidence in IEP for each criterion): 1. Based on the PLAAFPs does the ARDC conclude that the student is multiple years behind grade-level or course expectations and will not progress at the same rate and level of rigor as his/her non-disabled peers? 2. Does student s IEP contain TEKS-based goals indicating the modified content the student requires in order to access the grade-level or course curriculum? 3. Does student require direct (i.e., small group or individualized) and intensive (continuous and focused) instruction in order to acquire, maintain, and transfer skills to other contexts? Impact on graduation must be addressed (even at elementary and middle school) Assessments (performance standards to be set in fall 2012 for Grades 3-8 and English I, Algebra I, World Geography and Biology) Grades 3-8 same subjects as EOCs o English I (English II available in 2013, English III available in 2014) o Algebra I (Geometry available in 2013) o World Geography (World History available in 2013, U.S. History available in 2014) o Biology EOCs and Alignment of High School Courses Students taking graduate under the Minimum High School Program (MHSP) Course requirements are specified in MHSP Students taking must be enrolled in courses with PEIMS numbers that identify the courses as modified substitutes for MHSP-required courses 15% and cumulative score requirements are not applicable to Focus, clarity and depth apply to as well as Need for rigorous instruction at the cognitive complexity of the TEKS for students with disabilities More formal structure for ARDC to determine that a student meets participation requirements need for multiple sources of measurable, objective evidence Impact on future graduation options for student o Communications with staff o Communication with parents o Integration with counseling/guidance services is intended for a small number of students receiving special education services whose disability significantly affects their academic progress in certain subjects or courses Content knowledge of special educators (and general educators) Use of Sample Items (not yet posted) Revise data collection processes for ARDC meetings consider collecting data around readiness standards Review IEP goals and objectives for TEKS base and links to grade level curriculum Provide tiered support for teachers based on EOCs offered lead4ward, LLC 2011 Page 2 of 5 lead4ward, LLC 2012 page 4
for Students with Special Needs REV Jan 2012 Topic What We Know Considerations Final Commissioner s Rules (12/22/2011): ALL ELLs will participate in no exemptions Test Versions for ELLs: 1. Spanish (Grades 3-5) 2. L a. Design i. English version with linguistic accommodations a) Clarification of unfamiliar English b) Reading aloud of text c) Bilingual dictionary d) Extra time (same day) ii. Accommodations to be computer based in 2013 (provided by test administrator in 2012) iii. Same achievement standards as b. Available for Grades 3-8 and EOCs c. Subjects: Math, Science, Social Studies (not ELAR) d. Eligibility i. a Spanish-version assessment does not exist or is not the most appropriate measure of the student's academic progress ii. Has not demonstrated English language proficiency in Reading in TELPAS and iii. Has been enrolled in U.S. schools 3 school years or qualifies as an unschooled asylee or refugee enrolled in U.S. schools for 5 school years 3. a. Linguistic accommodations i. Math, Science, Social Studies a) Bilingual Dictionary b) Extra Time (same day) ii. ELAR a) Various Dictionaries i. Bilingual, English/ESL, required for Grades 6 and above, linguistic accommodations below Grade 6 ii. Monolingual in languages other than English, Picture b) Extra Time (same day) c) Clarification in English of words in writing prompt and open-ended reading questions b. Considerations for eligible ELLs in English I and II (based on Proposed Rules subject to Final Rules) i. Score not included in cumulative score requirements ii. Retesting not required for scores below minimum iii. Score not included as 15% of final grade Review LPAC processes Consider academic vocabulary of instruction in Spanish Provide access to bilingual dictionaries Consider which Readiness Standards are most aligned with the English Language Proficiency Standards (ELPS) and/or are most accessible to students acquiring English language proficiency Provide content support of teachers Plan for administration of L and with linguistic accommodations logistical challenges (testing space, testing administrators to provide accommodations) for ELLs lead4ward, LLC 2011 Page 3 of 5 lead4ward, LLC 2012 page 5
for Students with Special Needs REV Jan 2012 2. Optional Test Administration Procedures and Materials (OTAs) Topic What We Know Considerations For, Spanish,, and L (and TELPAS) Allowable Optional Test Administration Procedures and materials (OTAs) may be provided to ANY student, based on his/her needs, IF: 1. the student has EXPERIENCE with the specific OTA; AND 2. the OTA has been identified as EFFECTIVE in meeting his/her needs Documentation of OTAs is only required in order to plan for testing day(s) Allowable OTAs 1. Preferential seating 2. Signing test administration directions for a student who is deaf or hard of hearing or translating test administration directions into the native language of an English language learner 3. Reading the test aloud to self a. can include reading aloud to self, reading aloud into a voice-feedback device (e.g., PVC phone), or reading aloud into a voice recorder to listen to while testing b. all voice recordings must be erased or destroyed after testing 4. Scratch paper or other workspace a. can include graph paper, grid paper, colored paper, lined paper, blank paper, a chalkboard, or a dry-erase board b. does NOT include the use of a word processor c. any scratch paper must be destroyed after testing 5. Reading assistance on the grade 3 mathematics test a. if a student needs all of the test questions and answer choices read throughout the test, this constitutes an oral administration accommodation and is limited to students who meet the eligibility criteria 6. Test administrator read aloud of the writing prompt (other than English III analytical prompt) a. Test administrator may read aloud or sign to an individual student any text related to the prompt b. Test administrator may not interpret any images or translate (except into sign language), change, add to, or explain the writing prompt 7. Procedures to minimize distractions, such as a stress ball, noise-reducing headphones, or instrumental music (no lyrics) played through an individual student s headphones or earbuds (not for the entire class) 8. Colored overlays a. may be placed over a page in the test booklet or taped to the computer monitor 9. Magnifying devices, such as handheld magnifiers, eyeglass-mounted magnifiers, freestanding magnifiers, or magnifying overlays a. technology-based equipment such as LCD projectors and interactive white boards may be used to enable students with impairments in vision to test online b. secure testing materials cannot be photocopied, scanned, or saved 10. Blank place markers, such as blank index cards or adhesive notes, may be used on the test and answer document 11. Highlighters or colored pencils may be used in the test booklet to emphasize important information (may not be used on the answer document) Allowable Optional Test Administration Procedures and materials (OTAs) are based on effective instructional practices In TAKS, some OTAs were considered accommodations OTAs on are not considered to be testing accommodations and will not be recorded on answer documents It is essential that testing coordinators, special program coordinators, and test administrators communicate to plan the logistics for test day Logistical challenges test space, testing administrators Document current procedures and materials used with students o Do students have experience using the OTA? o Evidence of effectiveness of OTA? Create a structure for teachers to evaluate and determine effectiveness Optional Test Administration Procedures & Materials (OTAs) lead4ward, LLC 2011 Page 4 of 5 lead4ward, LLC 2012 page 6
for Students with Special Needs REV Jan 2012 3. Accommodations Topic What We Know Considerations Applicable to,, L and TELPAS for: 1. A student with an identified disability who receives special education services (eligibility for accommodation determined by ARDC) 2. A student with an identified disability who receives Section 504 services (eligibility for accommodation determined by 504 Committee) 3. A student with a disabling condition who does not receive special education or Section 504 services but who meets established eligibility criteria for certain accommodations (eligibility for accommodation determined by RTI committee, student assistance team or other group of knowledgeable persons) Accommodations Triangle Type 1 Type 2 Type 3 Routinely o Used often enough that student is familiar and comfortable using accommodation o Not necessarily used every day Independently o Only applicable to some accommodations (e.g., use of a calculator but not oral administration) Effectively o Accommodation meets student needs as evidenced by scores and observations with and without accommodation Consider student needs and identify accommodations currently being used routinely and effectively during classroom instruction o Time period to develop routine use? o Evidence of effectiveness? Accommodations 1. Type 1 (no ARF) a. Specific need and b. One eligibility criterion: Routinely, Independently (if applicable) and Effectively (RIE) use during instruction and testing 2. Type 2 (no ARF) a. Meet requirements for Type 1 and b. Meet other specific eligibility criteria 3. Type 3 (ARF required at least one week prior to testing) a. Meet specific eligibility criteria Create a structure for decisionmaking committees to discuss, evaluate and determine effectiveness lead4ward, LLC 2011 Page 5 of 5 lead4ward, LLC 2012 page 7
TEKS Algebra I A.2.B identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete World Geography G.1.A analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today lead4ward, LLC 2012 page 8
TEKS Grade 6 (Tested at Grade 8) 6.12.D identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms lead4ward, LLC 2012 page 9
Accommodations for Students with Disabilities Quick Look (REV Jan 2012) Accommodation SpEd 504 Other Disability Tests Additional Information Amplification Devices Individual or Small Group Administration Yes Yes Yes Yes Yes Yes Projection Devices Yes Yes Yes Spanish L TELPAS (2-12 Rdg) Spanish L TELPAS (2-12 Rdg) Description: Reduces interference of background noise and distance for a student who has difficulty hearing or maintaining focus Examples: Speakers and FM system TEA recommendation: Small group should be based on student need and: 10 students, and Smaller than the number of students in a standard classroom setting A trained test administrator must be present in the testing room at all times Type 1 (Eligibility = RIE*) Reminders To Stay on Task Yes Yes Yes Spanish L TELPAS (2-12 Rdg) Spanish L TELPAS (2-12 Rdg) Description: Enlarging text, graphics, or the display on a computer screen for a student who has an impairment in vision Examples: Closed-circuit TV (CCTV) and document camera Examples: more-frequent or less-frequent reminders of time left to test than required in the standard administration procedures verbal, visual, tactile or auditory reminders Basic Transcribing [TBD by TEA] Braille Calculation Devices receiving services based on VI No No Spanish Student responses on braille tests must be transcribed onto an answer document (see Basic Transcribing/Complex Transcribing) Specific Braille Instructions (SBI) supplement test administrator manuals For braille versions of L, contact TEA Not offered for TELPAS Reading due to visual cues in TELPAS Type 2 (Eligibility = RIE* + Accommodation-Specific Criteria) Dictionary Extra Time [TBD by TEA] Grades 3-8: 1. has a physical disability that prevents independently writing #s required for computations (and cannot effectively use other allowable materials) or 2. has an impairment in vision that prevents seeing #s written during computations (and cannot effectively use other allowable materials) or (for Grades 5-8 only) 3. has a disability that affects math calculations and even after intensive instruction & remediation, is consistently unable to memorize basic +, -, x, or facts or perform the steps in an algorithm correctly when solving problems has a disability that affects memory retrieval and/or decoding skills No No Spanish L Spanish Description: An alternate method of computation for a student who is unable to effectively use paper-and-pencil methods Available in Math and Science Grade 8 and below ONLY includes: 4-function calculator, scientific calculator, graphing calculator, large-key calculator, abacus or Cranmer modified abacus, audio-graphing calculator, speech-output calculator Required calculators for EOCs in Math and Science are not considered accommodations For any EOC in Math or Science, a four-function calculator may be provided along with the required calculator to a student receiving special education or Section 504 services See Student Scenarios Available ONLY in Reading Grades 3-5 ONLY includes: standard/general dictionary in English (or Spanish for Spanish-version tests), dictionary/thesaurus combination, electronic dictionary (no Internet access), bilingual dictionary, ESL dictionary, picture dictionary, sign language dictionary See Student Scenarios Large Print 1. has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for sped services with VI) or 2. has a disability that affects accuracy in tracking letter to letter, word to word, and/or line to line or 3. has a physical disability which necessitates the use of large-print materials Spanish L Student responses on large-print tests must be transcribed onto an answer document (see Basic Transcribing/Complex Transcribing) Technology-based accommodations for online tests enable most students who require large-print test materials to test online See Student Scenarios lead4ward, LLC 2012 * RIE = Student Routinely, Independently (if applicable) and Effectively Uses during Classroom Instruction & Testing page 1 of 2 lead4ward, LLC 2012 page 10
Accommodations for Students with Disabilities Quick Look (REV Jan 2012) Accommodation SpEd 504 Other Disability Tests Additional Information Manipulating Test Materials Mathematics Manipulatives Oral/Signed Administration [Not Final Still Being Revised by TEA] Spelling Assistance [TBD by TEA] has a disabling condition that interferes with the physical manipulation of test materials 1. has a disability that affects memory retrieval, focus, or organization that is severe enough to prevent student from learning and retaining information as effectively as non-disabled peers or 2. is eligible for services based on VI No No identified with dyslexia or has evidence of reading difficulties identified with dyslexia Spanish L TELPAS (2-12 Rdg) Spanish L Spanish L May include but not limited to: turning test booklet pages, positioning the ruler, using the mouse to navigate an online administration, operating technology Special Consideration: Student must give specific directions about how the test administrator should manipulate test materials/equipment and test administrator may not provide feedback regarding the correctness of the student s directions Only available in Math ONLY includes: real or play money, clocks, base-ten blocks, various types of counters, algebra tiles (NEVER to contain words, labels, pictures, acronyms, mnemonics, numbers, symbols, or variables), fraction pieces (NEVER to show equivalences or cumulative sequence), grade appropriate geometric figures (either 2 or 3 dimensional [not both] and NEVER to contain words, labels, pictures, acronyms, mnemonics, numbers, symbols, or variables) Reading: Test questions and answer choices ONLY Writing: Prompt ONLY Math: Test questions and answer choices Science: Test questions and answer choices Social Studies: Test questions and answer choices Type 2 (Eligibility = RIE + Accommodation-Specific Criteria) Supplemental Aids has a disability that affects memory retrieval, focus, or organization that is severe enough to prevent student from learning and retaining information as effectively as non-disabled peers No No Spanish L ONLY the listed Supplemental Aids are allowed All Subjects: Mnemonic Devices (subject-specific words that the mnemonic represents are NEVER allowed), Blank Graphic Organizers (NEVER to contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables) Writing: Grammar and Mechanics Rules Math: Math Charts, Graphics and Pictorial Models Science: Graphics (e.g., scientific concepts, formula triangles) Social Studies: Graphics (e.g., blank maps, timelines) Complex Transcribing [TBD by TEA] Extra Day [TBD by TEA] Type 3(Eligibility = RIE + Accommodation-Specific Criteria) Photocopy Other 1. cannot effectively use OTAs, Type 1 or Type 2 accommodations to address needs, and meets at least one of the criteria listed in Additional Information column No No Spanish L Eligibility Criteria (must meet one in addition to those listed under SpEd column): (A) has an impairment in vision and requires printed materials in a size larger than the state-supplied, large-print test materials, or (B) has a physical disability that prevents effectively manipulating test materials printed on both sides of the paper and/or turning the pages in a test booklet, or (C) has a disability that necessitates test materials be presented in a printed format other than a test booklet in order to prevent behavioral outbursts or other severe behaviors that could interfere with completing the test ARF must be received by TEA at least one week prior to test date lead4ward, LLC 2012 * RIE = Student Routinely, Independently (if applicable) and Effectively Uses during Classroom Instruction & Testing page 2 of 2 lead4ward, LLC 2012 page 11