Accommodations for High-Stakes Testing

1. Accommodations for High-Stakes Testing Ben Ditkowsky, Ph.D. Waukegan Unit School District 60

2. ACCOMMODATIONS • Definition: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. • Accommodations aim to reduce or eliminate the effects of a student’s disability but do not reduce learning expectations. • Definition: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. • Accommodations aim to reduce or eliminate the effects of a student’s disability but do not reduce learning expectations.

3. Should Be something that is commonly practiced in the classroom for instruction Compensate for the effects of the particular disability Provide a valid indication of the student's skill Should Not Be something that is only done when the student is tested with a standardized assessment Provide an unfair advantage Change what is being tested Testing Accommodations

4. Testing Accommodations • Each Question should be answered “Yes” • Any question, we answer with “No” indicates an irregularity in testing. Does the accommodation help to show what the student knows? Is the accommodation something that the student is used to having in the classroom ? Has the purpose of the test been preserved (Does it still test what it was meant to test)?

5. ACCOMMODATION CATEGORIES Presentation Accommodations • Change the way in which a student gains access to the information in questions. • Examples: Braille, Large Print, Read-by other, Read-aloud • Allow students to access information in ways that do not require them to visually read standard print. • These alternate modes of access are auditory, multi-sensory, tactile, and visual. The accommodated presentation of the test should not make the test easier for a student without the disability.

6. ACCOMMODATION CATEGORIES Response Accommodations • Change how student answers are recorded • Examples: Brailler, dictation to scribe, word processer • Allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of assistive device or organizer. Response accommodations are often accompanied by extended time accommodations, because the interaction change takes more time.

7. ACCOMMODATION CATEGORIES Setting Accommodations • Change where or how a test or assignment is given (location or conditions) • Examples: small group, one-on-one, special lighting The change in setting is intended to reduce distraction. Extended time, and Reader’s often accompany setting accommodations. The change in setting does not mean a change in the test or directions, standardization requires that the proctor give the test as it was designed to be given. NOTE - No more than one grade level should be tested with no more than one test in a particular setting

8. ACCOMMODATION CATEGORIES Timing/Scheduling Accommodations • Change the duration and or organization of the test timetable • Examples: extended time, multiple sessions, increased breaks • Increase the allowable length of time to complete a test or assignment and may also change the way the time is organized The change in time is intended to give the child a fair chance to complete the test. Students who might require extensions beyond a full day should be considered for alternative assessments. Once the proctor announces that the test is complete, the the session is over – the test should not be reopened for any reason.

9. Basics for High-stakes Testing (ISAT/IMAGE) • Accommodations are specified in the IEP, not thought up on the fly • When in doubt, contact your supervising administrator • Small groups • Only one group is tested at a given time • ISAT / or IMAGE not both simultaneously • Grade X or Y not both • Everyone is working on the same test at the same time • Reader’s Script • Read over to self prior to testing (Not to students) • Read exactly what is written in the script • Extended time (Typically 50% more time) • 50% additional time means 15 min extra for a 30 minute test (Not 2 hours) • The schedule that is made in advance must be followed (If extended time is likely to be needed, plan ahead) • Testing period • Proctoring means the teacher monitors students while working • Any erasure, or other modification of testing materials without approval is cheating! • When the book is closed, the testing period is over, the book is not to be reopened • Can not break for lunch, or continue on the following day (without specific direction in the IEP or other prior approval) • Proctors are not allowed to look over, erase or otherwise modify student answers after test is over. • When in doubt, contact your supervising administrator