Testing Accomodations Presentation


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  • The Accommodations Guidelines is organized into the accommodation categories listed above. Presentation accommodations: allow students to access information in ways that do not require them to read standard print visually. These alternate modes of access include:AuditoryMulti-sensoryTactileVisualResponse accommodations: allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using assistive devices or organizersSetting accommodations: change the location in which a test or assignment is given or the conditions of the assessment settingTiming/scheduling accommodations: increase the allowable length of time to complete a test or assignment and may change the way that time is organized
  • Testing Accomodations Presentation

    1. 1. Test Access & Accommodations <br />for Students with Disabilities<br />August 12, 2011<br />
    2. 2. Student Participation <br />in Assessments<br /><ul><li>The participation of students with disabilities in assessments is assured by the following federal laws:
    3. 3. Individuals with Disabilities Education Improvement Act of 2004 (IDEA)
    4. 4. Parts 100 and 300 of the Code of Federal Regulations
    5. 5. No Child Left Behind of 2001 (NCLB)
    6. 6. Section 504 of the Rehabilitation Act of 1973
    7. 7. Americans with Disabilities Act of 1990</li></li></ul><li>Participation in Assessments<br />IDEA 2004 § 300.160 <br />b) Accommodation guidelines.<br />A State (or, in the case of a district-wideassessment, an LEA) must develop guidelines for the provision of appropriate accommodations. <br />(2) The State’s (or, in the case of a district-wide assessment, the LEA’s) guidelines must—<br />
    8. 8. § 300.160 (continued) <br />(i) Identify only those accommodations for each assessment that do not invalidate the score; and<br /> (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score.<br />
    9. 9. Accommodations vs. Modifications<br /><ul><li>Accommodations are practices that provide equitable access to test items, for example,
    10. 10. More time than peers to complete tests
    11. 11. Read-aloud of math and science test items
    12. 12. Modifications are intentional changes that might reduce performance expectations
    13. 13. Requiring a student to complete fewer test items
    14. 14. Giving hints or clues to make items less difficult</li></li></ul><li>Test Accommodations<br />Who can receive accommodations?<br />Students who are currently receiving special education described in an Individualized Education Program (IEP)<br />Students with current Section 504 Plans<br />Documentation on file at school must support all accommodations provided to students during state assessments<br />
    15. 15. ProctoringRoles and Responsibilities<br />Testing proctors have a moral and legal responsibility to provide reasonable accommodations to students with disabilities while maintaining the integrity of the examination.<br />Teachers know their students best and have a moral and legal responsibility to apply for accommodations directly related to access and ensure that every accommodation needed for access is requested.<br />
    16. 16. ProctoringRoles and Responsibilities<br /><ul><li>Must sign NYSED proctoring agreement
    17. 17. Is responsible for making sure all policies and procedures are carried out in assigned room
    18. 18. Adheres strictly to providing the test accommodations listed on the IEP</li></ul>Transfer s accommodation used by students to the test booklet(s) <br />
    19. 19. State Assessment<br />Accommodation Categories<br />Flexibility in Scheduling/Timing<br />Flexibility in Setting<br />Method of Presentation<br />Method of Response<br />Other Accommodations<br />Accommodations for Physical Education Assessments<br />
    20. 20. Flexibility in Scheduling/Timing<br />Extending time e.g. double time<br />Stop-the-clock breaks<br />Administering test over multiple days<br />
    21. 21. Flexibility in Setting<br /><ul><li>Separate location/room-administer test individually or in small group
    22. 22. Special furniture and/or devices</li></ul>e.g. study carrel<br /><ul><li>Special lighting
    23. 23. Special acoustics
    24. 24. Location with minimal distraction
    25. 25. Preferential seating</li></li></ul><li>Method of Presentation<br /><ul><li>Revised test format e.g. large print
    26. 26. Read aloud of directions
    27. 27. Directions reread
    28. 28. Language in directions simplified
    29. 29. Cues
    30. 30. Additional examples provided
    31. 31. Use of aids or assistive technology devices
    32. 32. Test read</li></li></ul><li>Method of Response<br /><ul><li>Revised response format
    33. 33. Use of additional paper for math calculations
    34. 34. Use of aids/assistive technology
    35. 35. Scribe
    36. 36. Tape recorder
    37. 37. Word processor
    38. 38. Computer</li></li></ul><li>Other Accommodations<br /><ul><li>On-task focusing prompts
    39. 39. Waiving requirements for spelling, paragraphing and punctuation
    40. 40. Use of calculator, abacus, arithmetic tables, spell-check device, grammar-check device</li></li></ul><li>Accommodations for Physical Education Assessments<br /><ul><li>Reduce playing area, number of participants, time on task
    41. 41. Use of aids/equipment to communicate/accommodate for physical assessments e.g. use of beeper, buzzer, varied equipment, verbal cues</li></li></ul><li>Prior to Assessment<br />Know the accommodations to be provided<br />Know how to administer them<br />Know where extended-time and read-aloud will take place<br />Use accommodation forms to record implementation<br />16<br />
    42. 42. Testing Pitfalls to Avoid<br /><ul><li>Use ONLY the Materials assigned to student
    43. 43. Use separate rooms for students with different accommodations
    44. 44. Accommodated students tested separate from standard time students
    45. 45. Give tests in the proper sequence
    46. 46. Never leave students unattended</li></li></ul><li>Assessment Accommodations<br /><ul><li>It is critical to note that although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized state assessment.
    47. 47. Testing accommodations may only be applied if they are listed on a student’s IEP or 504 plan. </li></li></ul><li>During the AssessmentPractice Ethical Testing<br />Unethical testing practices include:<br />Coaching student during tests<br />Editing student responses<br />Giving clues in any way<br />Changing the content by paraphrasing or offering additional information<br />19<br />
    48. 48. During the AssessmentEnsure Test Security <br />Ensure the confidentiality of test questions and answers<br />Maintain test integrity and validity<br />This becomes an issue when accessible test formats are used or when someone other than the student is allowed to see the test<br />20<br />
    49. 49. Accommodations do NOT…<br />Change, lower, or lessen learning, or reduce assessment expectations. <br />Example: Require a student to learn less material.<br />Example: Revise assignments or tests to make them easier. <br />Result in implications that could adversely affect a student throughout his/her educational career.<br />21<br />
    50. 50. After the Assessment <br />Return ALL materials to a secured location:<br />Student booklets<br />Alternate test versions<br />Original student work<br />Scratch paper<br />22<br />