A CCOMMODATIONS (R EQUIRED FOR DTC S, STC S, AND TA S )

 Identify and understand the purpose of accommodations  Administer accommodations appropriately 2 Accommodations Big Picture Objectives

 Know the differences between the following:  Allowable Resources  Restricted Resources  Accommodations  Modifications  Always refer to the current year’s Test Administration Manual and Accommodations Manual for updates 3 Accommodations Know the Options

Accommodation  “Practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students.”  Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.  Only approved accommodations by the Accommodations Panel are allowed during testing. 4 Accommodations Definitions

Allowable Resource  Subject-specific resources identified as allowable in the Test Administration Manual Restricted Resource  Computer-based application, tool, functionality, or non-electronic resource approved by the Accommodations Panel that does not interfere with the measured construct, but has restricted availability and requires district documentation of individual student need prior to use Modification  Any change away from a standard administration  Modifications result in an invalid test 5 Accommodations Definitions, cont’d

 Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.  Accommodations are available to all students, although the decision to apply accommodations must be based on an assessment of individual student need.  Accommodations must be documented within a student’s cumulative file, IEP and/or 504 Plan. 6 Accommodations Purpose and Eligibility

 Students on IEPs or 504 Plans must have needed accommodations documented within their plans.  Students who are English Language Learners or General Education and not on an IEP or 504 Plan should have needed accommodations documented within their cumulative file. 7 Accommodations How to Document

 Necessary accommodations must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment.  Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Manual. 8 Accommodations When to Identify  The Accommodations Manual provides guidance on how and when to appropriately identify accommodations for a student.

1. Expect participation and academic achievement in statewide assessments for all students 2. Learn accommodations 3. Select accommodations 4. Administer accommodations 5. Evaluate and improve accommodation use 9 Accommodations Five Step Process

 STEP 1 – Expect participation and academic achievement in statewide assessments for all students.  STEP 2 – Learn accommodations  STEP 3 – Select accommodations 10 Accommodations Five Step Process

 STEP 4 – Administer accommodations  STEP 5 – Evaluate and improve accommodation use 11 Accommodations Five Step Process

Who benefits?  Students who have difficulty or an inability to read and comprehend directions presented in standard print.  Students with language processing challenges.  Students who are deaf or hard of hearing.  Students who require a multisensory approach to learning. 12 Accommodations Test Directions & Presentation Accommodations

Who benefits?  Students with physical, sensory, or learning disabilities  Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization. 13 Accommodations Response Accommodations

Who benefits?  Students who are easily distracted in large group settings and who concentrate best in small groups or an individual setting.  Students who receive accommodations (e.g. read aloud, sensory supports) that might distract other students.  Students with physical limitations might need a more accessible location, specific room conditions or special equipment. 14 Accommodations Setting Accommodations

Who benefits?  Students who cannot concentrate continuously for an extended period of time.  Students who become frustrated or stressed easily and may need frequent or extended relaxation breaks.  Students with health-related disabilities which cause varying levels of functioning from day to day.  Students who fatigue easily should take testing before physical activities. 15 Accommodations Scheduling Accommodations

 Accommodation : Human- administered read-aloud is still an accommodation requiring determination of individual student need  Allowable Resource : Computer-based read-aloud feature is now an allowable resource available for all students (requires assignment in TIDE to activate) Accommodations Read-Aloud: Accommodation or Allowable Resource?

 Available for Math, Science, and Social Sciences (not for Reading)  OAKS Online supports a computer-based read-aloud feature  English computer-based read-aloud available for Math, Science, and Social Sciences  Spanish computer-based read-aloud available for Math and Science (New for )  Must use headphones to ensure other students are not distracted Accommodations Computer-Based Read-Aloud Allowable Resource

 Available for Math, Science, and Social Sciences (not for Reading)  Math read-aloud follows special guidelines (posted at Accommodations Webpage)  Must not distract other students testing Accommodations Human-Provided Read-Aloud Accommodation

 The TA may not provide an accommodation to a student that was not selected based on an assessment of individual student need.  If a student requests an accommodation while testing (e.g., read-aloud) and it was not previously identified as a needed accommodation for the particular student, read verbatim the student directions provided in Appendix B. Accommodations “In the Moment” Accommodation Request

 New for : In February, 2013, ODE approved the use of the Sign Language Interpretation Accommodation during the OAKS and Extended assessments in all academic areas except Reading.  Sign language interpreter qualifications Accommodations Signed Interpretation

 New for : Districts are required to administer a Kindergarten Assessment  The Accommodations Manual now includes a table of accommodations available for use on the Kindergarten Assessment based on a determination of individual student need Accommodations Kindergarten Assessment Accommodations

 Required code for students with IEPs :  “ Number of Accommodations”  Select “none” or “one or more”  Optional code:  “Accommodation Code”  District can identify up to six specific accommodations by unique 4-digit code  Update in TIDE, TA Interface, or Student Centered Staging 22 Accommodations Coding Accommodations

Do’s  Refer to the Accommodations Manual for accommodations implementation guidance.  Refer to student’s IEP, 504 Plan or cumulative file to determine which accommodations must be provided.  Note that although writing prompts may be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form. 23 Accommodations Do’s and Don’ts

Do’s (cont’d)  TAs may read numerals and math symbols aloud on the math test if they follow the guidance and examples posted on the ODE website.  In general, numbers and symbols can be read according to their common English usage. For example, > would be read as “is greater than.”  Numbers 99 and less should be read using standard place value language. For example, 23 would be read as “twenty-three.” 24 Accommodations Do’s and Don’ts, cont’d  However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”

Don’ts  Indicate “as needed” or “as appropriate” when documenting accommodations  Choose every accommodation available for an assessment “just to be safe”  Assume the same accommodations remain appropriate year after year  Provide an accommodation for the first time on the day of testing  Provide the same accommodations for every student in the class, grade, or program 25 Accommodations Do’s and Don’ts, cont’d

Don’ts  TAs may not provide instruction or give suggestions regarding process.  TAs may not choose to administer an accommodation for all students in a class or a grade.  TAs may not read Reading items or response choices aloud.  TAs may not read ELPA items or response choices aloud.  Items may not be translated.  If you can’t find it in the TAM or Accommodations Manual, don’t do it. 26 Accommodations Do’s and Don’ts, cont’d

 Develop a process to determine appropriate accommodations for students not on IEPs or 504 Plans  Develop a system to inform students of available accommodations and allow them to request consideration for use of an accommodation during testing  Encourage students to “do their best”  Ask a student if he/she “needs a break” if they appear to lose focus 27 Accommodations Promising Practices

 Accommodations are selected and administered for individual students  Accommodations used during state testing must be selected from the Accommodations Manual  Providing accommodations for the first time during state testing is not allowed  Administration of accommodations for one student must not interfere with the testing conditions of another student 28 Accommodations In a Nutshell

 Test Administration Manual and Best Practices Guide:  Accommodations Manual and Webpage:  Math Read Aloud Guidelines: math-read-aloud-accommodation-guidelines.pdf math-read-aloud-accommodation-guidelines.pdf  Promising Practices: DTC T RAINING Online Resources

 What are some common errors in the administration of accommodations and how can they be avoided?  Why are accommodations provided to students?  May decisions regarding accommodations be made for:  Individual students?  Groups of students? 30 Accommodations Acorns for Storage