Guide to Testing Modifications

Who is eligible for testing mods? Students with an IEP Declassified students- as specified on last IEP Students with a 504 Accommodation Plan Students who acquire a temporary disability shortly before an exam(e.g. broken arm).

The purpose of testing modifications…... Equitable opportunity to demonstrate knowledge and abilities Not to provide an extra-advantage

Implementation of Testing Mods Consistent implemented throughout the school year on all tests, quizzes & exams as specified on the IEP Administered in both general & special education settings

Are Testing Mods set in stone? Based on Disability incorporates students strengths and learning style Use it or lose it. Can be reviewed at any time

Can there be reasons not to administer testing modifications? Two basic reasons: 1. Student refusal- needs to be documented, if a pattern, need to review at CSE meeting 2. Restrictions by Test Authorities-(I.e.. Reading Exams, Department of Ed, ELA exams)

Role of General Ed Teacher “Active and Significant” Aware of student’s testing mods Consistently implement modifications Modify or adapt instruction and testing Request a review of IEP or 504 to add, revise or discontinue modifications

Accommodations

Flexible Scheduling * Extended time * Administer over several sessions * Administer in limited duration Assistive Technology Tape recorder Word processor Spell check Calculator Revised Test Format Braille Large Print Reduced items Vertical format Revised Test Directions Read Directions Simplify language Flexible Setting Separate location Small group Amplification Devices Visual Magnification FM Trainer

Tests Read Necessitates separate location(individual or group) Read at pace appropriate for the student needs Must read word for word No clarifications or rewording Read in neutral manner Can not emphasize key words

Flexible Schedule Most common is extended time Another example is administer test with frequent schedule breaks as specified in IEP(e.g. a 10 minute break for exams over 40 minutes). Must quantify time (1.5 or 2x) In rare cases,one can administer an exam over multiple days. This requires permission from SED. (e.g. Chronic Fatigue, physical challenges and hospitalization)

Use of Scribe- specific guidelines Policy paper outlines that best practice is to use same scribe for IEP student. Necessitates alternate location and extended time Scribe must use lined paper and write on every other line Must record word for word Scribe must leave out punctuation and capitalization Scribe circles all words that are difficult to spell(e.g. multisyllabic words)

Use of Scribe- specific guidelines Once initial dictation is completed, scribe asks student to spell any difficult words outloud then student makes corrections either in verbal or written form(e.g. scrap paper) Then scribe asks student to indicate correct paragraphing, punctuation and capitalization. Student reads the completed dictation and indicates any changes to be scribed on the skipped lines.

Use of Scribe- specific guidelines Scribe must transfer the completed responses into the test booklet and then staples the student’s dictation to the test booklet

Key points to remember…be specific When documenting extended time, specify time and a half or double time When documenting breaks, specify duration and interval of break (e.g. 10 minute break for thirty minute session) When documenting directions read, specify the number of times to be read in IEP. When documenting separate setting, specify individual specify individual or small group

Key points to remember…be specific When documenting adaptive materials or equipment, specify type and manner of use Qualifying terms such as “appropriate or when necessary” should not be in an IEP. Testing mods are not test specific Use it or loose it Cross discipline responsibility for implementation of IEP specifically the test mods.