1. Testing Accommodations
Refresher
Welcome to the testing accommodations “refresher”. My name is Jennifer Gondek. I am an instructional specialist at TST BOCES. This podcast is meant to review some of the testing accommodations for those that will be administering upcoming NYS assessments in grades 3-8. If you have any questions after this presentation, my contact information is at the very end and I would be happy to answer any questions you may still have after the refresher.

2. Testing Accommodations
Section 200.4(d)(2)(vi) The IEP shall provide a statement of any individual testing accommodations to be used consistently by the student in the recommended educational program and in the administration of district wide assessments of student achievement, and, in accordance with department policy, State assessments of student achievement that are necessary to measure the academic achievement and functional performance of the student.
Part 200 regulations describe testing accommodations here. They shall be stated in the IEP, and describe individual testing accommodations that used consistently by the student. Testing accommodations apply to all classroom, district-wide, and state assessment (except where prohibited by state policy.)
T. Simko, RSE-TASC, OCM BOCES

3. Purposes of Testing Accommodations
Equal opportunity to participate
Equal opportunity to demonstrate knowledge/ability
Promote access to examinations
The purpose of testing accommodations are to allow students with disabilities equal opportunity to participate, equal opportunity to demonstrate their knowledge and abilities, and to promote access to various assessments and examinations.
T. Simko, RSE-TASC, OCM BOCES

4. Definition: -Flexibility in Scheduling/Timing -Flexibility in Setting
Changes in the standard administration of testing procedures or formats
Do not alter the constructs being measured.
-Flexibility in Scheduling/Timing
-Flexibility in Setting
-Changes in the Method of Presentation
-Changes in the Method of Response
Accommodations differ from modifications. Testing accommodations change the standard administration of testing procedure or formats, but they do not alter the constructs being measured. For example, if a test measure a student’s reading ability, you would not read the passages to that student. It would change the construct being measured. It would now measure the student’s ability to listen.
You will see changes in 4 areas: Changes in the flexibility of the scheduling or timing of the test; flexibility in setting, changes in how a test is presented, and changes in how a student responds.
T. Simko, RSE-TASC, OCM BOCES

5. Flexible Scheduling/Timing
Extended Time
IEP should specify amount of time (e.g. time and a half)
Testing duration/Frequent breaks
-IEP should specify length of time to work before a break & the length of the break (e.g. a ten minute break for each 40 minute test period)
Multiple day administration
-severe physical or management needs
-3 month prior approval from SED
Let’s first take a look at Flexible Scheduling and Timing.
Extended time is a common testing accommodation. It may travel with other accommodations- meaning if a student needs a change in the way he or she responds, that student may also need extended time to accommodate for the change in response.
The IEP should always indicate the amount of time a student will need extended. You may see time and a half, or double time.
You may also see changes in the testing duration, or the amount of breaks a student may need. The IEP should specify for you how long the work time will be and how long the break will be before a student returns to the work.
The last change is not very common. This is reserved for students with quite severe physical or management needs that may need to take a test or section of a test over multiple days. This require a 3 month prior approval from the state education department.

6. 2014 Grades 3–8 Common Core English Language Arts
• Grades 3 and 4 will be allotted 70 minutes of testing time each day • Grades 5–8 will be allotted 90 minutes of testing time each day.
Testing times listed above do not include approximately 10 minutes of prep time at the beginning of
each session for handing out materials and reading directions. The allotted time should begin when
students begin testing.
Students completing all questions in a test book prior to the end of the scheduled time are permitted to
review their answers. If all students complete the test earlier than the allotted time, the proctor may end
the session.
Students with disabilities must be provided testing accommodations as stated in their Individualized
Education Programs (IEPs) or Section 504 Accommodation Plans (504 Plans). Accommodations for
extended time, such as time-and-a-half or double time, should be based on the allotted time for each
session. Extended time for current and eligible former English language learners should also be based on
the allotted time.

7. 2014 Grades 3–8 Common Core Mathematics Tests
Grade 3 will be allotted 60 minutes of testing time for Days 1 and 2; 70 minutes for Day 3
Grade 4 will be allotted 60 minutes of testing time for Days 1 and 2, and 90 minutes for Day 3
Grades 5–8 will be allotted 80 minutes of testing time for Days 1 and 2, 90 for Day 3
These are the testing time for the 2014 Grades 3-8 Mathematics Assessment. You will calculate the extended time accommodation based on these time frames for standard administration.

8. Implementation of “Tests Read”
How should it be implemented?
Everything is read word for word (all directions, questions, items, passages, multiple choice responses, etc.)
Read in neutral tone
State tests may not be simplified or clarified; teacher-made tests at the discretion of the teacher
When?
All State, local and class tests and quizzes, consistent with State policy (not 3-8 ELA)
Now we will explore a change in the method of presentation: The “Tests Read” accommodation.
This testing accommodation is NOT permitted on the 3-8 ELA because these sections measure a student’s reading skills (decoding & comprehension). This IS permitted on the 3-8 Mathematics and Grade 4 Science.
There are some guidelines for administering the “tests read” accommodation to students. When this is the accommodation, everything is read word for word. This means all direction, questions, items, passages & multiple choice responses are read aloud. They should be read in a neutral tone. It is important to practice reading test passages, questions, and responses without voice inflections that may unintentionally indicate a correct versus incorrect response. We will practice this in a few slides. State tests may not be simplified or clarified. Again, the reader must read everything word for word in a neutral tone.
T. Simko, RSE-TASC, OCM BOCES

9. Practice!
1.) Jasmin wrote the number sentence below. ______ < 856 A 862 B 914 C 891 D 789
Let’s practice how to read a question from a math assessment. How would you read this problem aloud to a student?
Pause for practice.
This is how you would read it aloud:
T. Simko, RSE-TASC, OCM BOCES

10. Practice!
2.) 13 Eurypterid fossils are abundant in the Bertie dolostone, a sedimentary rock layer found in western New York State. The presence of both the eurypterids and the dolostone indicates that, during the formation of this rock layer, this region of New York State was:
Covered by evaporating shallow seas
Uplifted and eroded
Buried beneath lava flows
Intensely metamorphosed
Let’s practice a question from an Earth Science exam:
Pause for practice.
Remember: Those administering testing accommodations can open the test 1 hour ahead of time for the purpose of becoming familiar with the vocabulary and to practice reading it aloud. You will want to consider the familiarity of the person reading the test aloud to a student with the vocabulary and pronunciation of words within that specific discipline.
T. Simko, RSE-TASC, OCM BOCES

11. Let’s practice one more.
Pause for practice.

12. Changes in Method of Response
Tape Recorder
Amanuensis (scribe)
Word Processor
Computer (turn off access to programs, dictionaries, thesaurus, internet, etc. that would give students access to information & communication with others)
The last accommodations we will review are changes in the Method of Response. A student typically may respond to a question or prompt through writing. Some students have testing accommodations that allow them to respond through the use of a tape recorder, scribe, word processor, or computer.
It is important to remember when using devices, such as a computer, to turn off any and all programs that could give students access to information or communication with others.
For example, a thesaurus, spell checking program, or the internet.

13. Scribing: A Scribe is NOT: A Scribe is: - A notetaker
A recorder of what the student dictates
Must be trained and qualified
Familiar with the scribing procedures and tests, including vocabulary used in the test.
Used throughout the school year as per the IEP
A Scribe is NOT:
- A notetaker
-Unfamiliar to the student
-Used for the first time during a State or district- wide assessment
The scribing procedure has some strict guidelines that we will review to make sure that this accommodation is administered in the same way for all students. But first, let’s review what a scribe is and is not.
A scribe is….
A scribe is NOT….
T. Simko, RSE-TASC, OCM BOCES

14. Scribe Procedure Checklist
Lined paper should be used and the scribe should write on every other line.
Scribes must record word-for-word what the student dictates or records, leaving out punctuation and capitalization.
We will now practice the scribing procedure.
The scribe will use lined paper and will write on every other line. This will allow space needed for the rest of the scribing procedure.
First, the scribe will record word for word what the student dictates orally (or records onto a tape recorder/digital recorder). The scribe will leave out all punctuation and capitalization. The scribe will circle all words that are considered “difficult to spell”. The scribe will need to determine which words are considered “difficult to spell.” A general rule is these are words that are at or above the grade level of the test.
When the oral dictation (or transcription from a tape) is completed, the scribe will then ask the student to spell aloud any of the circled “difficult words”. The scribe will then write the student’s spelling above the circled words.
T. Simko, RSE-TASC, OCM BOCES

15. Try it!
Now we are going to practice scribing. Get a piece of lined paper and a pencil.

16. Practice!
If you were an animal, would you rather be a fish or a bird? Write a paragraph explaining your choice.
I will dictate my response to you. Try to work quickly. When working with a real student, you may need to develop a way to pause or have the student speak slowly to allow you time to write. If you are transcribing from a tape recorder, you can pause during the transcription.
If I was an animal, I would rather be a bird. I would want to be a peregrine falcon. Peregrine falcons eat smaller birds, like pigeons. They have really sharp beaks and talons to catch their prey and eat it. They used to be endangered, but they are not anymore. They make nests high up on cliffs so they can see the whole world. I would definitely want to be a peregrine falcon.
T. Simko, RSE-TASC, OCM BOCES

17. The product should look like this. Every other line
The product should look like this. Every other line. Missing capitalization and punctuation and paragraphing.

18. Scribe Procedure Checklist
Circle all words that are difficult to spell. “Difficult words” are those words at or above the grade level of the test.
When dictation/tape transcription is completed, the scribe should ask the student to spell aloud any difficult words and the scribe writes the student’s spelling above the circled words.
Now, when the dictation is completed, ask the student to spell aloud any of the “difficult words that you have circled. For example, you would say “Spell Peregrine for me” and the student would orally spell the given word. Record the student’s oral spelling above the circled word.

19. This is what the paragraph may now look like.

20. Scribe Procedure Checklist
The scribe shows the student the written response and asks him or her to indicate where capitalization, punctuation, and paragraphing should be used.
Now, you will SHOW the student the written response and the student will indicate to you where to make changes to capitalization, punctuation, and paragraphing. For example, the student may point to a letter and say “Make that a capital I”.
T. Simko, RSE-TASC

21. Here is an example of what the piece may look like after being reviewed by the student and the student has indicated capitalization, punctuation, and paragraphing.

22. Scribe Procedure Checklist
The student reads the completed dictation/transcription and indicates if there are any further changes to be scribed on the skipped lines.
The scribe must then transfer the student’s completed response into the test booklet, and staple the student’s dictation to the test booklet.
The final step is to allow the student to read the completed dictation or transcription and make any final changes.
The scribe will then transfer the student’s completed response (with incorrect spellings of difficult words, missing capitals, and other changes that were not made by the student) into the test booklet. The dictated (lined paper) version MUST be stapled to the test booklet.

23. Scribing Procedure for Mathematics:
Scribes must record what the student dictates on a separate sheet of paper.
The scribe should ask the student to indicate exactly where the number need to be placed and lined up.
Scribe must record the operational sign as dictated by the student (addition sign, subtraction sign, etc.)
When dictating numbers the student must indicate how the number is written and indicate place value. For example, if the student says one thousand thirty eight the student should specify how that is written (one, comma, zero, three, eight.)
There are some procedures specific to the mathematics test.

24. Scribing Procedures for Mathematics
When computing a problem, the student must indicate how they are computing and should be specific in terms of what number to write down including “carrying”. For example, when adding 23 and 9 the student should indicate 9 plus 3 is 12, put down the 2 and “carry” the one above the 2.
The scribe shows the student the written response and asks him or her to indicate if there are any further changes to be made.
The student does not have to provide spelling and punctuation in word responses. Therefore, it is not necessary for the scribe to leave out punctuation and capitalization and circle difficult words.
The scribe must transfer the student’s completed response into the test booklet and staple the student’s dictation to the test booklet.
Again, the scribe must staple the additional paper to the test booklet after the student’s completed response has been transferred into the test booklet.

25. More Information and Resources:
Test Access and Accommodations Manual:
School Administrator’s Manual
ELA & Math Grades 3-8 (2014)
For more information, you can visit the NYSED website for the Test Access and Accommodation Manual, or the 2014 School Administrator’s Manual by following these links.

26. Questions?
Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES
If you have any questions, feel free to contact me directly. My is
Thank you.