Transcript Allowable Testing Accommodations

State Testing
Accommodations
For Students with Disabilities
August , 2009
By Mitzi Delker
EXED Supervisor Secondary Education
Step 1:Why Do We Provide
Accommodations?
Federal and State laws require:
NCLB:
 All students participate in assessments
 Reasonable adaptations and accommodations for SWD
IDEIA 2004:
 SWD included in general state and district-wide assessment
programs
 . . .with appropriate accommodations determined through the
IEP process
State of Tennessee:
 Up to 1% of SWD may be candidate for TCAP Alt. Portfolio
Accommodations provided to help SWD have equal access to
grade-level content standards
Step 2: Accommodations for
Instruction and Assessment
What are Accommodations?
 Practices and procedures in areas of presentation,
response, setting, and timing/scheduling that
provide equal access during instruction and
assessment
 Intended to reduce or eliminate the effects of the
student’s disability
 Do not reduce learning expectations
 Must be the same for classroom instruction,
assessments, and district/state assessments
Accommodation Categories
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Presentation – How you teach, who teaches, or what materials are used
Examples:
Large Print, magnification devices, human reader, audio tapes, screen reader,
talking materials
Response – Students complete tasks or assignments in a different way
Examples:
Scribe, note-takers, respond on test booklet, spelling and grammar devices,
graphic organizers
Setting – Change the location where the test or assignments are completed
(where you teach)
Examples:
Change of room or location in room, earphone or headphones, study carrels
Timing/Scheduling – Increase allowable length of time or change the way
the time is organized
Examples:
Extended time, frequent breaks, multiple testing sessions
Modifications VS. Accommodations
(Not the same)
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Modifications - change, lower or reduce learning expectations
- revise tasks to make them easier (e.g. crossing out 2 of 4 response
choices on a multiple choice test)
- be careful and do not give the student hints or clues to correct
responses on tests or assignments
- are not to be used on high-stakes tests because they
fundamentally alter testing standards
-consistent use can increase the gap between the achievement and
grade level expectations
Accommodations-intended to lessen the effects of a students disability
-do not reduce learning expectations
- provide access or “level the playing field”
- allow you to measure what is being taught without affecting what
you are trying to measure
- do not fundamentally alter testing standards
IEP Team Responsibilities
(Accommodations vs. Modifications)
 Accommodations in the general education curriculum mean the
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student must demonstrate the same level of content mastery,
but in a way that takes the disability and student needs into
consideration
Accommodations do not fundamentally alter the performance
standards, but change some aspect of how the student meets
the standard
Modifications DO fundamentally alter the performance
standards and therefore lower the standards the student is
expected to reach
Taking a modified general education class means the student
will not earn credit toward a regular diploma
IEP team must document the decision that a student requires a
modified general education curriculum and the student is not on
track to receive a regular diploma
Step 3: Selection of Accommodations . .
. .How?
 Through the IEP Team process
 Review student’s present levels of performance –
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what are their strengths and needs
Discuss and review the accommodations the student
has already been using
Plan how and when the student will learn to use each
new accommodation
Be sure there is plenty of time to learn to use an
accommodation before it will be part of the
administration of state- and district-wide assessments
Don’t use the “kitchen sink” method
Step 4: Accommodations During
Assessment and Instruction
During Instruction –
 provide the selected accommodations on a regular,
routine basis when use is necessary
During Assessment –
 proctors must know what accommodations are to be
provided per the IEP
 Proctors must adhere to specific guidelines so that
student scores are valid (i.e. do not allow a student to
answer fewer questions, change content by
paraphrasing, offer additional information, coach
students during testing, edit student responses, or
give clues in any way)
Allowable Accommodations
(May be used for ANY student as necessary)
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Large Print or Braille (With verified Visual Impairment)
Sign Oral Instructions Verbatim
Re-read/sign Oral Instructions Verbatim
Calculator/Mathematics Tables
Flexible Setting
Visual/Tactile Aids
Auditory Aids
Multiple Testing Sessions (within school day)
Flexible Scheduling
Scribe/Recording Answers
Marking in Test Booklet
Student Reads Aloud to Self
Special Accommodations
(IEP or 504 Service Plan)
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Extended Time : EOC Tests Only*
Read Aloud Internal Test Instructions*
Read Aloud Internal Test Items*
Prompting Upon Request*
Interpreter Signs/Cues Test
Student Reads into Audio Recorder: Plays Back Immediately to
Self*
 Manipulatives
 Assistive Technology
 Unique Adaptive Accommodations (DOE Approval Required per
UAARF)
*Extended Time, Flexible Setting, Flexible Scheduling required or
considered
Questions? . . . . . .
 Mitzi Delker, High School EXED
Supervisor
[email protected] 209-8450
 Assessment Accommodations
www.state.tn.us/education/speced/seassessment.shtml#TCAP
Accommodations do not fundamentally alter
testing standards.
Modifications do fundamentally alter testing
standards.