ACCOMMODATIONS

(REQUIRED FOR DTCS, STCS, AND TAS)

Identify and understand the purpose of accommodations

Administer accommodations appropriately

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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

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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.

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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

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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.

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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.

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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 accommodations3. Select accommodations4. Administer accommodations5. Evaluate and improve accommodation

use

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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

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Accommodations

Five Step Process

STEP 4 – Administer accommodations

STEP 5 – Evaluate and improve accommodation use

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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.

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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.

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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.

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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)

AccommodationsRead-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 2013-14) Must use headphones to ensure other

students are not distracted

AccommodationsComputer-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 2013-14: 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 2013-14: 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

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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.

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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.”

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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

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Accommodations

Do’s and Don’ts, cont’d

Don’tsTAs 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” ifthey 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

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Accommodations

In a Nutshell

Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam

Accommodations Manual and Webpage: http://www.ode.state.or.us/search/page/?=487

Math Read Aloud Guidelines: http://www.ode.state.or.us/teachlearn/testing/manuals/tables/math-read-aloud-accommodation-guidelines.pdf

Promising Practices: http://www.ode.state.or.us/search/page/?=2444

DTC TRAINING

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?

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Accommodations

Acorns for Storage