1 ACCOMMODATIONS Lake County Schools Paula Wicker, Testing Manager Tonya Mass, Testing Specialist
2 Determination of appropriate accommodations in assessment situations for students with disabilities shall be based on the individual needs of each student. Decisions on accommodations shall be made by the IEP or Section 504 plan team and recorded on the IEP or Section 504 plan. Accommodations Decisions
3 What Students May Get Accommodations? ESE Students *must be noted on Current IEP 504 Students *must be noted on Current 504 plan ELL Students *must have Current LEP Plan
4 Students with disabilities should be oriented to any test situation through test-taking instruction designed to familiarize them with testing format and procedures. This orientation should take place near the time of testing. Accommodations Orientation
5 Students with disabilities must be provided the opportunity to participate in practice activities with appropriate allowable accommodations. Accommodations Orientation (cont.) **Suggestion: Orient the student using the DOE FCAT 2.0 practice tests and/or the ePAT test for computerized tests.
6 A temporary Sect. 504 plan may be implemented if a student requires accommodations that may not be provided without such documentation. i.e., flexible responding for student with broken arm that results in an inability to write Temporary 504 Plan
7 Student Not Enrolled in Public Schools… May have accommodations if the following is provided: Evidence that the student has been found eligible as a student with a disability under IDEA or Section 504 Documentation that the requested accommodations are regularly used for instruction.
8 ACCOMMODATIONS Should facilitate an accurate demonstration of what the student knows and can do Should not provide student with an unfair advantage or interfere with the validity of test; must not change the underlying skills being measured by the test
9 Must be the same or nearly the same as adaptations used in completing classroom instruction and assessment activities Must be necessary for enabling student to demonstrate knowledge, ability, skill, or mastery ACCOMMODATIONS
14 ESE & 504 ACCOMMODATIONS PRESENTATION Magnification devices Large Print Braille Straight edge-Method to provide visual attention to item Copy of directions Masking portions of test Colored transparencies/overlays Positioning tools, reading stand Test secured to work area
15 ESE & 504 ACCOMMODATIONS PRESENTATION Highlight key words, phrases in directions, questions, & passages (must transcribe if answer docs) Signed or Oral Presentation of Science and Math questions and answer choices as many times as requested (NOT on Reading Test) Signed or Oral Presentation of Test Directions: Sign, Read, Repeat, Summarize, Simplify, Student Restate
16 ESE & 504 ACCOMMODATIONS PRESENTATION Verbal encouragement (no cues for correct/incorrect) Use of white noise
17 ESE & 504 ACCOMMODATIONS PRESENTATION WRITING TEST TA may sign or orally present the writing topic (prompt) and Items MATH & SCIENCE TA may sign or read all math & science questions & answer choices.Questions may not be reworded, summarized, or simplified.
18 ESE & 504 ACCOMMODATIONS PRESENTATION: Unique Accommodations (Must have been requested by TC and approved by DOE) Increase spacing between test items Fewer items placed on each page Text-to-Speech for Reading Test Large Print Paper Test for a Computer Test
20 ESE & 504 ACCOMMODATIONS RESPONDING Writing in the Test Book-must then be transcribed Writing on separate paper- then transcribed Signing responses to interpreter Brailling answers on separate paper Verbally providing the answers or dictating answers to proctor
21 ESE & 504 ACCOMMODATIONS RESPONDING Using speech-to-text technology to answer Using computer switch/computer/alternative keyboard to indicate answers Using pointing device or other communication device to indicate answers Dictating responses to recorder-must be transcribed and response erased/destroyed from recorder Using special paper—raised line, shaded line, color-coded—for short/long response (then transcribed)
22 ESE & 504 ACCOMMODATIONS RESPONDING Use of math grids/guides Use of writing guides TA checking periodically to insure marking in correct spaces Use of abacus (VI students only)
23 If a student disability prevents him or her from writing small enough to respond in the answer document, the written response must be transcribed into the student’s answer document by the appropriate personnel. ESE & 504 ACCOMMODATIONS Transcribing
24 When Transcribing Responses: The responses must be transcribed by appropriate school personnel. Students must be told the amount of space in which the response must be transcribed. Student responses must not be edited or changed in any way when transcribed. In the event that a student provides a typed response in a native language, the response must be transcribed exactly as written by the student. The transcriber must not translate the response. A transcribed response must fit in the answer space provided in a regular print answer document and may not continue on to additional pages.
25 For LP and Braille- the response will be transcribed by the contractor. The braille or large print answer documents containing the original student work must be returned. For the prompt portion, the student should be informed of the amount of space into which the response must be transcribed. Large Print and Braille Response Booklets
26 student must be told the amount of space allowed responses must be recorded by the appropriate school personnel in the space provided responses must be made without any edits, changes, or corrections to the student’s responses if a student gives an oral or signed response, the test administrator must ask the student to indicate punctuation and the spelling of words that the test administrator is not completely certain that the child can spell (i.e., words not on the Dolch word list for the grade level tested) student may review the written material and direct the test administrator on editing If a student is providing oral responses or signed responses:
27 All copies must be erased or destroyed after the responses have been transcribed into the student’s answer document by school/district personnel. Devices designed to check grammar or spelling must not be used. When Using Computer or Other Device to Respond
29 ESE & 504 ACCOMMODATIONS SCHEDULING Several brief sessions w/ frequent breaks -Writing Test should be 1 day -Reading/Math/ more than 1 day if: No change to prior responses; Close supervision (one on one)-no changes made or preview Use clips to secure book Additional time on any session Specific time of day for specific sessions **A student must complete testing in one session before continuing to the next session. At no time is it appropriate to instruct a student to move on to a new session before completing the current session**
31 ESE & 504 ACCOMMODATIONS SETTING Individual or small group administration Use of adaptive or special furniture Use of special lighting or acoustics Increase or decrease opportunity for movement Reduce stimuli—limit number of items on desk Administer test in familiar setting or with familiar person
33 ESE & 504 ACCOMMODATIONS ASSISTIVE DEVICES Use of visual magnification and auditory amplification Manipulative materials, including, but not limited to, counters, base-10 blocks, clock faces, or geometric shapes must not be used by any student during the administration of the FCAT. Real coins may be used. For students with visual impairments, an abacus and products such as the Graphic Aid for Mathematics and Math Window® may be used. no grammar or spelling checking apps; no speech output programs for reading Students who use sign language as their primary means of communication may use an English/sign or sign/English translation dictionary. The dictionary must be similar to one used in the instructional setting and may not contain definitions of words. The dictionary may contain the sign picture, the word, synonyms, and an index.
34 color transparencies or overlays reading stand reading guide page tabs highlighter tape alternative keyboard digital voice or tape recorder raised line, shaded line, and color-coded paper talking calculator math grids adapted grip ruler writing guides or templates visual magnifier ESE & 504 ACCOMMODATIONS ASSISTIVE DEVICES Examples
35 ESE & 504 ACCOMMODATIONS ASSISTIVE DEVICES Materials Materials may be ordered from: Onion MountainTechnology, Inc. 74 Sextons Hollow Road Canton, CT 06019-2102 Tel 860-693-2683 Fax 860-693-9433 www.onionmountaintech.com
36 On FCAT 2.0-For Grades 3 through 6, a calculator may not be used even as an accommodation for students with disabilities. For FCAT 2.0 science test, calculators are allowed for students in Grades 8 and 11 only. Note that an abacus, the Graphic Aid for Mathematics, Math Window®, and a geoboard may be used at all grade levels for students with visual impairments. ESE & 504 ACCOMMODATIONS ASSISTIVE DEVICES Math Devices
37 http://www.fldoe.org/ese/fcatasd.asp Questions? Go to:
38 English Language Learner’s (ELLs) Accommodations
39 ELL ACCOMMODATIONS *ELL Parent (or adult student) must be informed and given choice to select preferred method** Flexible Setting—Separate room with ESOL teacher Flexible Scheduling—Separate room with ESOL teacher/Several brief periods within same day Additional Time—Additional time within same day Assistance w/ Heritage Language—For Math & Science, limited assistance by language teacher
40 Approved Dictionary ELLs must have access to an English-to-heritage language translation dictionary and/or heritage language-to-English translation dictionary, such as those made available to ELLs in an instructional setting. However, a dictionary providing definitions written exclusively in the heritage language or in English may not be used. Use of electronic dictionaries is strictly prohibited and may be cause for invalidation.
41 To Keep in Mind if Giving Assistance in Heritage Language: For the mathematics and science tests and the prompt of the writing test, ELLs may be provided limited assistance by an ESOL or heritage language teacher using the student’s heritage language. The teacher may answer specific questions about a word or phrase that is confusing the student because of limited English proficiency, but is prohibited from giving assistance that will help the student solve mathematics problems and answer science test items. A student’s questions must not be answered in a way that would lead the student to infer the correct answer to an item. The teacher may answer specific inquiries concerning a word or phrase in a writing assessment prompt that is confusing the student because of limited English proficiency.
42 In no case shall assistance be given to the student in responding to the writing assessment prompt. The teacher is prohibited from reading the entire prompt to the student. If the test is administered to a group of students, the teacher may answer questions about directions for the benefit of the group; questions of clarification from individual students must be answered on an individual basis without disturbing other students. For the reading test, the ESOL or heritage language teacher may answer student questions about the general test directions in such a way that would not lead the student to infer the correct answer to any of the items. To Keep in Mind if Giving Assistance in Heritage Language:
43 The teacher is prohibited from reading words to the student from the passages, test items, and performance tasks, and from answering student questions about the passages, test items, and performance tasks. In addition to the language above, the ESOL or heritage language teacher may answer student questions about the general test directions in their heritage language. All student responses must be written in English. Responses in languages other than English will not be scored. To Keep in Mind if Giving Assistance in Heritage Language:
45 Documenting Test Accommodations Accommodations provided for each test session must be gridded on the student grid sheet. More than one category may be indicated for a student. Each category should be gridded only if the student used an allowable accommodation.
The accommodated CBT forms are available as single or combined forms as follows: Large Print Zoom Color Contrast Screen Reader Large Print + Color Contrast Large Print + Screen Reader Large Print + Color Contrast + Screen Reader Zoom + Color Contrast Zoom + Screen Reader Zoom + Color Contrast + Screen Reader Color Contrast + Screen Reader Assistive Devices 46 For Computerized Testing **See CBT Accommodated ePATs Guide for more information. Located at: http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagena me=Florida%2FflPALPLayout&cid=1205461226846&pagename=flP ALPWrapper# http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagena me=Florida%2FflPALPLayout&cid=1205461226846&pagename=flP ALPWrapper#
Paper Tests in Lieu of Computerized Test 47 Hospital Homebound; Cannot physically access the computer; Tests multiple days in one session (Rare).
Reading Passage Booklets for all FCAT 2.0 Reading Tests may be used as an accommodation (must be recorded on IEP/504) School Test Coordinator must order Reading Passage Booklets from Testing Department (email email@example.com)firstname.lastname@example.org 48 For Computerized Testing
49 You Must: Conduct an OFFICIAL Training for all Test Administrators & Proctors Include Accommodation Training in the Training Have an agenda for training & have sign in sheet with date of training Fill out and have signed by all parties, Access to Aides, Services & Accommodations Verification Form Have Accommodations Student List with Teacher Signatures (Excel Sheet)
51 FCAT 2.0/EOC Required Documents Access to Aides, Services & Accommodations Verification Form (signed by all parties listed one time a year) Accommodations Student List with Teacher Signatures for all EOC’s and FCAT 2.0 administrations. Must be returned in the Required Documents Folder for ALL EOC and FCAT administrations.(Excel Sheet on TC page) Sign in Sheet from Training. Must be retuned in the Required Documents Folder for ALL EOC and FCAT administrations.
52 Questions? For IEP Development/Form type questions, contact your ESE Specialist For 504 & Temp 504 Development/Form type questions contact Student Services at 742-6920. For general accommodations coordination & ELL questions, contact Paula Wicker- email@example.com firstname.lastname@example.org