State Testing AccommodationsFor Students with Disabilities

August , 2009By 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 SWDIDEIA 2004: SWD included in general state and district-wide assessment

programs . . .with appropriate accommodations determined through the

IEP processState 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 AssessmentWhat 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 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 wayExamples: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 organizedExamples:Extended time, frequent breaks, multiple testing sessions

Modifications VS. Accommodations(Not the same) 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 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 –

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 necessaryDuring 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)

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)

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 Supervisordelker_m@hcde.org 209-8450

Assessment Accommodationswww.state.tn.us/education/speced/seassessment.shtml#TCAP

Accommodations do not fundamentally alter testing standards.

Modifications do fundamentally alter testing standards.