The document discusses test accommodations and accessibility for students with disabilities. It outlines several federal laws that require participation of students with disabilities in assessments and notes that accommodations must not invalidate test scores. Examples of accommodations include extra time, separate testing spaces, and having tests read aloud. The document provides guidance to testing proctors on their roles and responsibilities in providing accommodations appropriately while maintaining test security and integrity.

1. Test Access & Accommodations for Students with DisabilitiesAugust 12, 2011

2. Student Participation in AssessmentsThe participation of students with disabilities in assessments is assured by the following federal laws:

3. Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

4. Parts 100 and 300 of the Code of Federal Regulations

5. No Child Left Behind of 2001 (NCLB)

6. Section 504 of the Rehabilitation Act of 1973

7. Americans with Disabilities Act of 1990Participation in AssessmentsIDEA 2004 § 300.160 b) Accommodation guidelines.A State (or, in the case of a district-wideassessment, an LEA) must develop guidelines for the provision of appropriate accommodations. (2) The State’s (or, in the case of a district-wide assessment, the LEA’s) guidelines must—

8. § 300.160 (continued) (i) Identify only those accommodations for each assessment that do not invalidate the score; and (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score.

9. Accommodations vs. ModificationsAccommodations are practices that provide equitable access to test items, for example,

10. More time than peers to complete tests

11. Read-aloud of math and science test items

12. Modifications are intentional changes that might reduce performance expectations

13. Requiring a student to complete fewer test items

14. Giving hints or clues to make items less difficultTest AccommodationsWho can receive accommodations?Students who are currently receiving special education described in an Individualized Education Program (IEP)Students with current Section 504 PlansDocumentation on file at school must support all accommodations provided to students during state assessments

15. ProctoringRoles and ResponsibilitiesTesting proctors have a moral and legal responsibility to provide reasonable accommodations to students with disabilities while maintaining the integrity of the examination.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.

16. ProctoringRoles and ResponsibilitiesMust sign NYSED proctoring agreement

17. Is responsible for making sure all policies and procedures are carried out in assigned room

18. Adheres strictly to providing the test accommodations listed on the IEPTransfer s accommodation used by students to the test booklet(s)

19. State AssessmentAccommodation CategoriesFlexibility in Scheduling/TimingFlexibility in SettingMethod of PresentationMethod of ResponseOther AccommodationsAccommodations for Physical Education Assessments

20. Flexibility in Scheduling/TimingExtending time e.g. double timeStop-the-clock breaksAdministering test over multiple days

21. Flexibility in SettingSeparate location/room-administer test individually or in small group

22. Special furniture and/or devicese.g. study carrelSpecial lighting