Transcript COPPER PATINA

ACCOMMODATI
ONS
(REQUIRED FOR DTCS,
STCS, AND TAS)
Accommodations
Big Picture Objectives


Identify and understand the
purpose of accommodations
Administer accommodations
appropriately
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Accommodations
Know the Options

Know the differences between the following:
Allowable Resources
 Restricted Resources
 Accommodations
 Modifications

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Always refer to the current year’s Test
Administration Manual and
Accommodations Manual for updates
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Accommodations
Definitions
Accommodation
 “Practices and procedures in
presentation, response, setting, and
timing or scheduling that, when used
in an assessment, provide equitable
access to all students.”
 Accommodations do not compromise
the learning expectations, construct,
grade-level standard, and/or measured
outcome of the assessment.
 Only approved accommodations by the
Accommodations Panel are allowed
during testing.
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Accommodations
Definitions, cont’d
Allowable Resource
 Subject-specific resources identified as allowable
in the Test Administration Manual
Restricted Resource
 Computer-based application, tool, functionality,
or non-electronic resource approved by the
Accommodations Panel that does not interfere
with the measured construct, but has restricted
availability and requires district documentation
of individual student need prior to use
Modification
 Any change away from a standard
administration
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 Modifications result in an invalid test
Accommodations
Purpose and Eligibility

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Provide a student equal access and equal
opportunity to meet or exceed grade level
achievement standards.
Accommodations are available to all
students, although the decision to apply
accommodations must be based on an
assessment of individual student need.
Accommodations must be documented
within a student’s cumulative file, IEP
and/or 504 Plan.
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Accommodations
How to Document

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Students on IEPs or 504 Plans must have
needed accommodations documented within
their plans.
Students who are English Language
Learners or General Education and not on
an IEP or 504 Plan should have needed
accommodations documented within their
cumulative file.
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Accommodations
When to Identify
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Necessary accommodations must be identified
and implemented during classroom
instruction prior to the student’s participation
in the state assessment.
Accommodations used in state assessment
must have been previously approved by the
Accommodations Panel and listed in the
Accommodations Manual.
The Accommodations Manual
provides guidance on how and when
to appropriately identify
accommodations for a student.
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Accommodations
Five Step Process
1. Expect participation and academic
achievement in statewide assessments for
all students
2.
3.
4.
5.
Learn accommodations
Select accommodations
Administer accommodations
Evaluate and improve accommodation use
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Accommodations
Five Step Process
 STEP
1 – Expect participation and academic
achievement in statewide assessments for all
students.
 STEP
2 – Learn accommodations
 STEP
3 – Select accommodations
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Accommodations
Five Step Process
 STEP
4 – Administer accommodations
 STEP
5 – Evaluate and improve
accommodation use
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Accommodations
Test Directions & Presentation Accommodations
Who benefits?
 Students who have difficulty or an inability
to read and comprehend directions
presented in standard print.

Students with language processing
challenges.

Students who are deaf or hard of hearing.

Students who require a multisensory
approach to learning.
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Accommodations
Response Accommodations
Who benefits?

Students with physical, sensory, or
learning disabilities

Students who have difficulty with
memory, sequencing, directionality,
alignment, and/or organization.
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Accommodations
Setting Accommodations
Who benefits?
 Students who are easily distracted in
large group settings and who
concentrate best in small groups or an
individual setting.

Students who receive accommodations
(e.g. read aloud, sensory supports) that
might distract other students.

Students with physical limitations
might need a more accessible location,
specific room conditions or special
equipment.
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Accommodations
Scheduling Accommodations
Who benefits?

Students who cannot concentrate
continuously for an extended period of time.
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Students who become frustrated or stressed
easily and may need frequent or extended
relaxation breaks.

Students with health-related disabilities
which cause varying levels of functioning
from day to day.

Students who fatigue easily should take
testing before physical activities.
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Accommodations
Read-Aloud: Accommodation or
Allowable Resource?
 Accommodation:
Humanadministered read-aloud is still an
accommodation requiring determination of
individual student need
 Allowable Resource: Computer-based
read-aloud feature is now an allowable
resource available for all students (requires
assignment in TIDE to activate)
Accommodations
Computer-Based Read-Aloud
Allowable Resource
 Available
for Math, Science, and Social
Sciences (not for Reading)
 OAKS Online supports a computer-based
read-aloud feature


English computer-based read-aloud available for
Math, Science, and Social Sciences
Spanish computer-based read-aloud available for
Math and Science (New for 2013-14)
 Must
use headphones to ensure other
students are not distracted
Accommodations
Human-Provided Read-Aloud
Accommodation
 Available
for Math, Science, and Social
Sciences (not for Reading)
 Math read-aloud follows special guidelines
(posted at Accommodations Webpage)
 Must not distract other students testing
Accommodations
“In the Moment” Accommodation
Request
 The
TA may not provide an accommodation
to a student that was not selected based on
an assessment of individual student need.
 If
a student requests an accommodation
while testing (e.g., read-aloud) and it was
not previously identified as a needed
accommodation for the particular student,
read verbatim the student directions
provided in Appendix B.
Accommodations
Signed Interpretation

New for 2013-14: In February, 2013,

Sign language interpreter qualifications
ODE approved the use of the Sign
Language Interpretation Accommodation
during the OAKS and Extended
assessments in all academic areas except
Reading.
Accommodations
Kindergarten Assessment
Accommodations
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New for 2013-14: Districts are required
to administer a Kindergarten Assessment
The Accommodations Manual now includes
a table of accommodations available for use
on the Kindergarten Assessment based on
a determination of individual student need
Accommodations
Coding Accommodations
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Required code for students with IEPs:
 “Number of Accommodations”
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Optional code:
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Select “none” or “one or more”
“Accommodation Code”
District can identify up to six specific
accommodations by unique 4-digit code
Update in TIDE, TA Interface, or Student
Centered Staging
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Accommodations
Do’s and Don’ts
Do’s
 Refer
to the Accommodations Manual for
accommodations implementation
guidance.
 Refer to student’s IEP, 504 Plan or
cumulative file to determine which
accommodations must be provided.
 Note that although writing prompts may
be translated locally, they must be
completed in advance by a trained
translator endorsed by the district and
must be stored securely. Translator also
needs to be trained in Test Security and
sign an Assurance of Test Security form.
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Accommodations
Do’s and Don’ts, cont’d
Do’s (cont’d)
 TAs may read numerals and math symbols
aloud on the math test if they follow the
guidance and examples posted on the ODE
website.
In general, numbers and symbols can be read
according to their common English usage. For
example, > would be read as “is greater than.”
 Numbers 99 and less should be read using
standard place value language. For example, 23
would be read as “twenty-three.”
 However, numbers greater than 99
should be read as individual
numbers. For example, 579 would
be read as “five seven nine.”

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Accommodations
Do’s and Don’ts, cont’d
Don’ts
 Indicate
“as needed” or “as appropriate”
when documenting accommodations
 Choose
every accommodation available for
an assessment “just to be safe”
 Assume
the same accommodations remain
appropriate year after year
 Provide
an accommodation for the first
time on the day of testing
 Provide
the same accommodations for
every student in the class, grade, or
program
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Accommodations
Do’s and Don’ts, cont’d
Don’ts
 TAs
may not provide instruction or give
suggestions regarding process.
 TAs may not choose to administer an
accommodation for all students in a class or a
grade.
 TAs may not read Reading items or response
choices aloud.
 TAs may not read ELPA items or response
choices aloud.
 Items may not be translated.
 If you can’t find it in the TAM or
Accommodations Manual, don’t do it.
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Accommodations
Promising Practices
 Develop
a process to determine
appropriate accommodations for students
not on IEPs or 504 Plans
 Develop
a system to inform students of
available accommodations and allow
them to request consideration for use of
an accommodation during testing
 Encourage
students to “do their best”
 Ask
a student if he/she “needs a break” if
they appear to lose focus
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Accommodations
In a Nutshell
 Accommodations
are selected and
administered for individual students
 Accommodations
used during state
testing must be selected from the
Accommodations Manual
 Providing
accommodations for the first
time during state testing is not allowed
 Administration
of accommodations for
one student must not interfere with the
testing conditions of another student
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DTC TRAINING
Online Resources
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Test Administration Manual and Best Practices Guide:
http:www.ode.state.or.us/go/tam
Accommodations Manual and Webpage:
http://www.ode.state.or.us/search/page/?=487
Math Read Aloud Guidelines:
http://www.ode.state.or.us/teachlearn/testing/manuals/tables/
math-read-aloud-accommodation-guidelines.pdf
Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
Accommodations
Acorns for Storage
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What are some common errors in the
administration of accommodations and
how can they be avoided?
Why are accommodations provided to
students?
May decisions regarding accommodations
be made for:
 Individual students?
 Groups of students?
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