State Testing Accommodations For Students with Disabilities

1. State Testing AccommodationsFor Students with Disabilities August , 2009 By Mitzi Delker EXED Supervisor Secondary Education

2. 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

3. 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

4. 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 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

5. 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

6. 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

7. 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

8. 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)

9. 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

10. 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

11. Questions? . . . . . . • Mitzi Delker, High School EXED Supervisor delker_m@hcde.org 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.