1. Formal Assessments Read Alouds and Separate Settings Ms. Wakefield

2. Step 1 - Knowledge Teachers need to know which students need Read Aloud/Separate Setting accommodations for formal classroom assessments (mini-assessments, tests, CIAs, MAP). IEP/LEP/504 Plan Committees have to share plans with all Classroom Teachers that teach the student ASAP. Teachers need to let the IEP/LEP/504 Plan Committee members know in writing/email that they need a Read Aloud/Separate Setting 4-5 school days in advance. Give a hard copy of the assessment to the person conducting the RA.

3. Step 2 - Schedule Mondays – Math (Ms. Briscoe, Mr. Wichman, Ms. Hefner) Tuesdays – ELA (Ms. McCoy, Mr. Fitzgerald, Ms. Duncan-Lewis) Wednesdays – Science (Ms. Eldridge, Ms. Donaldson, Ms. Baginski) Thursdays – Social Studies (6 th Grade-Ms. Cotton, Mr. Coles, 7 th Grade-Ms. Wakefield, 8 th Grade-Ms. Gladney) Extra people to use: Ms. Means/Ms. Parks for 504 Plans and Ms. Viregg/Ms. DeBernardo for LEPs.

4. Step 3 – When and Where? The person conducting the RA/SS determines the time of the RA/SS. Students can be pulled in groups of up to 12-15 maximum (12 for State Tests). Teachers will be asked to let RA/SS be conducted in their classrooms during their Planning Period. Students might not be pulled from the Block that they have the class for the assessment. So, a student may be pulled from Math class to take a Science mini- assessment. Teachers need to be prepared for absences/make-up work.

5. Step 4 – Test Day RA/SS students will remain in classroom during general education test administration. If the RA/SS students has NOT taken the assessment before the gen. ed. administration, then the Teacher needs to provide the student with an alternate assignment – they can not see the assessment before they take it in their RA/SS session. Alternate assignments can be something simple like sustained silent reading, study notes, complete assignments that are missing or grade is an F.

6. Step 5 – Test Day If the RA/SS student has already taken the assessment before the regular administration, then they can take it again with the gen. ed. population but only the test given during the RA/SS session will be graded by the teacher and counted toward student’s grade. Let RA/SS students know that yes, they are taking it again, but only the RA/SS test counts toward their grade.

7. Step 6 - Refusals Students can NOT refuse accommodations. The Parent can refuse accommodations. The Parent must be called and spoken with right away. Refusing accommodations never gets a student out of taking an assessment. If the parent refuses the RA/SS accommodations, then the student will still test with their peers and the grade will stand and student can not be retested with the accommodations. Document conversation with parent in writing! File in Student’s CUM Folder.

8. Step 7 - Document Review of Accommodation Form can be used to document refusal and conversation with parent. File it in student’s CUM folder. Teachers can always decide to do their own RA/SS at their own convenience. Highly Recommended - Use Sound Recorder and a microphone to record the test in advance. Play back recordings for Read Alouds. It is easier on your voice that way!

9. Step 8 – Make-ups Make-ups due to absences will be done by the Classroom Teacher. These are the procedures to follow ONLY for formal assessments/grades. Informal assessments and grades will be done by the Classroom Teacher unless agreed upon in advance by another person.