1. Accommodations (Required for DTCs, STCs, and TAs)
This PowerPoint is designed to be an overview of several topics related to accommodations.

2. Big Picture Objectives
Accommodations
Big Picture Objectives
Identify and understand the purpose of accommodations
Administer accommodations appropriately
The main objectives for this presentation are to identify and understand the purpose of accommodations and to ensure that all accommodations are administered appropriately.
For additional information, refer to the Test Administration Manual, Part V and the Accommodations Manual. Both documents are available online (links are at the end of this presentation).

3. Know the Options Know the differences between the following:
Accommodations
Know the Options
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
It is important to know the differences between allowable and restricted resources, accommodations and modifications in order to prevent testing improprieties and testing irregularities from occurring during state testing.
Allowable resources and restricted resources are identified by content area in Appendices C – H and L of the Test Administration Manual.
Accommodations are listed in the Accommodations Tables within the Accommodations Manual.
Modifications are any practices or procedures that have not been approved by the Accommodations Panel.
Always refer to the current year’s Test Administration Manual and Accommodations Manual for updates.

4. Definitions Accommodation
Accommodations
Definitions
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.
The next two slides provide definitions for each option.
In Oregon, accommodations have been defined by the Accommodations Panel as practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students and do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.
To put this simply, if an accommodation is not listed in the Accommodations Tables within the Accommodations Manual, it is not an approved accommodation and must not be used during state testing. Some strategies that were listed in past years as accommodations have been re-designated by the Accommodations Panel as Allowable Resources for all students. It is important to always refer to the most recent Accommodations Manual when making any decision about accommodation use during state testing.

5. Definitions, cont’d Allowable Resource
Accommodations
Definitions, cont’d
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
Allowable resources are identified by content-area in Appendices C – H and L of the Test Administration Manual. Allowable resources may be made available to students during testing. Allowable resources are not student-specific, and their use does not invalidate test results.
Restricted resources are identified by content-area in Appendices C – H of the Test Administration Manual. Restricted resources are any computer-based application, tool, functionality, or a non-electronic resources approved by the Accommodations Panel that has restricted availability and requires district documentation of individual need prior to its use. Restricted resources are student-specific, and their use does not invalidate test results.
Modifications include any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, grade-level standard, or measured outcome of the assessment that is not authorized explicitly by the Oregon Accommodations Panel and listed on the state’s Accommodations Tables.

6. Purpose and Eligibility
Accommodations
Purpose and Eligibility
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.
The purpose of accommodations is to provide equal access and equal opportunity for individual students with identified needs.
While accommodations are available to all students, the decision to apply accommodations must be based on an assessment of individual student need. It is highly recommended that this be done by a team of people who are knowledgeable of the student in question. It is considered a test irregularity to administer an accommodation to a student or group of students without an assessment of individual student need.

7. Accommodations
How to Document
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.
Teams are required to document any decision related to accommodations for students on an IEP or 504 Plan. However, the process is less formal for students who are not on IEPs and 504 Plans.
While there is not a formal requirement to document recommended accommodations for students not on IEPs or 504 Plans, schools/districts must base the decision to apply accommodations on an assessment of individual student need. Ideally, a group of knowledgeable individuals would meet (including the parent and the student) to discuss which accommodations would be most appropriate for the student in question. While it is possible that within a building, and a grade level, there may be several students with similar needs, accommodations should never be applied in a blanket fashion to an entire classroom or grade level (i.e., providing read-aloud for the math test for the entire class or grade level).
Finally, it is important to document decisions surrounding accommodation use to ensure that a given student receives the needed supports. Documentation is also important to ensure that as students move or transition from one teacher, school building or district to the next, there is consistency with accommodation use.

8. Accommodations
When to Identify
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.
Accommodations are not for use on state assessments only. They must be strategies and techniques that are familiar to students and have been regularly used during classroom instruction and on classroom assessments. Both general and special education teachers must be familiar with the Accommodations Tables when making decisions about accommodation use.
If a student requires an accommodation for state assessment, he/she must have prior exposure to it within the classroom setting. Introducing an accommodation in the test environment that a student is not used to receiving is not necessarily beneficial to the student and can actually act as a distraction for that student. For example, if the student has never had a need or experience with a read-aloud strategy during classroom instruction and/or classroom formative assessments, it must not be used for the first time during state testing. The Accommodations Manual contains guidance on how and when to best identify the accommodations that an individual student needs.
It is also important to note that there are many more accommodations and strategies available to teachers during classroom instruction as compared to what has been approved for use on state assessments. Teachers should not limit themselves to only accommodations in the Accommodations Tables when providing instruction, but they must be aware of what is allowable on state assessments.
The Accommodations Manual provides guidance on how and when to appropriately identify accommodations for a student.

9. Accommodations
Five Step Process
Expect participation and academic achievement in statewide assessments for all students
Learn accommodations
Select accommodations
Administer accommodations
Evaluate and improve accommodation use
There is a five step process within the Accommodations Manual which is described in more detail and includes some probing questions to support the decision making process. It is recommended to reference the Accommodation Manual directly for more information.

10. 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
For the next two slides, each step has been briefly discussed.
STEP 1 – NCLB and IDEA 2004 mandate that students are expected participate in statewide assessments with appropriate accommodations for the grade level in which they are enrolled. This is true for all students, including those with the most significant cognitive disabilities.
STEP 2 – There are five categories of accommodations: directions, presentation, response, setting and scheduling. Both general and special education teachers should be familiar with the Accommodations Tables to be sure that accommodations are appropriately selected and administered.
STEP 3 – When conducting an assessment of individual student need to consider accommodation use during state assessment, a team might review the following:
Accommodations currently used by the student in the classroom and on class/district tests
Test and assignment results when accommodations were used and not used
Effectiveness of accommodations
Issues to providing accommodations
Student’s perception of how well accommodations worked
Perceptions of parents, teachers and specialists about how well accommodations worked

11. Five Step Process STEP 4 – Administer accommodations
STEP 5 – Evaluate and improve accommodation use
STEP 4 – When administering accommodations, it is important that standardization and test security are maintained and ethical testing practices are followed throughout the process. Accommodations must be administered as described within the Fact Sheets of the Accommodations Manual.
STEP 5 – Evaluating the effectiveness of accommodation use should be done at the student and school/district level. At the student level, the decision making team (IEP, 504 Plan, other teams) should review the results of class, district and state assessments to determine if accommodation use was effective for this individual student. At the school/district level, it is important that accommodation use be reviewed to ensure test administration procedures are not compromised, standardization and test security are maintained, and ethical testing practices are followed throughout the process.

12. Test Directions & Presentation Accommodations
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.
The Accommodations Manual provides guidance on which students would benefit from specific types of accommodations based on specific identified needs. Remember, not all accommodations will provide benefit for students and can have a negative result on their performance during testing.
These next four slides identify who would benefit from the various types of accommodations.
For a detailed description of the Test Directions and Presentation Accommodations, refer to Fact Sheet 1 and 2 within the Accommodations Manual.

13. Response Accommodations
Who benefits?
Students with physical, sensory, or learning disabilities
Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization.
For a detailed description of the Response Accommodations, refer to Fact Sheet 3 within the Accommodations Manual.

14. Setting 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.
For a detailed description of the Setting Accommodations, refer to Fact Sheet 4 within the Accommodations Manual.

15. Scheduling 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.
For a detailed description of the Scheduling Accommodations, refer to Fact Sheet 5 within the Accommodations Manual.

16. Read-Aloud: Accommodation or Allowable Resource?
Accommodations
Read-Aloud: Accommodation or Allowable Resource?
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)
New for , the computer-based read-aloud available through the OAKS Online system is considered an allowable resource and may be made available to any student. Note: this feature must still be assigned to students in TIDE in order for the functionality to be available. Prior to testing, TAs must also ensure that the student’s computer is equipped with headphones to prevent distractions for other students.
The human-administered read-aloud continues as an accommodation, and districts must follow the full guidance from the Accommodations Manual to identify students based on individual student need who would benefit from a human-provided read-aloud.

17. Computer-Based Read-Aloud Allowable Resource
Accommodations
Computer-Based Read-Aloud 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 )
Must use headphones to ensure other students are not distracted
Computer-based read-aloud relies on the computer’s native voice pack. This means that voice quality may vary depending on the operating system on the computer. For optimal results, ODE and AIR recommend using either Windows 7 or Mac 10.6 machines.
It’s important to ensure the read-aloud does not distract other students who are testing. For the computer-based read-aloud, it is required that students either use a headset or test in a separate location to avoid distracting other students.

18. Human-Provided Read-Aloud Accommodation
Accommodations
Human-Provided Read-Aloud Accommodation
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
The read-aloud guidelines when human-administered are available on the Accommodations Webpage (link is at the end of this presentation).
This accommodation may be appropriate for students needing a read-aloud who do not respond well to the computer-based voice.
When administering this accommodation, it’s important to ensure the read-aloud does not distract other students who are testing.

19. “In the Moment” Accommodation
Accommodations
“In the Moment” Accommodation
Request
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.
We would like to address the “in the moment” request made by a student for an accommodation that was not previously identified by a school team. You are in the middle of testing and a student requests an accommodation, such as the read-aloud.
In order to ensure standardization, test security, and ethical testing practices are followed throughout the assessment process, if a student asks for an accommodation that was not previously identified, the test administrator may not provide the accommodation and should reference the directions provided in Appendices B (OAKS Online), G (Writing), and H (ELPA) of the Test Administration Manual. The TA should report the request by the student to the appropriate decision making team (IEP, 504 Plan, or other team) and consideration to allow the accommodation requested by the student should be made based on an assessment of the student’s individual needs.
After making appropriate arrangements for headsets or testing in a separate location, the district may also decide to provide students with the computer-based read-aloud allowable resource which allows students the option to select individual words for reading.

20. Signed Interpretation
Accommodations
Signed Interpretation
New for : 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
History:
This current request is an extension of multiple American Sign Language (ASL) conversations by the Accommodation Panel. Initial conversations discussed whether signed interpretation of statewide assessment represented a modification given concerns with training level of sign language interpreters and the potential to expose the construct intended by the assessment. This issue is related to previous accommodation panel decisions proposing the development of an ASL side by side assessment for access by the Deaf and Hard of Hearing population. Per OARS (adopted in 2008), sign language interpreters are required in Oregon to meet minimum standards of competency to serve students in public schools and many interpreters within the state have met the minimum standard. In addition, all sign language interpreters who provide testing accommodations for students with hearing impairments will be required to attend Test Administrator Training in his/her district and document attendance at the training. The training should include rules and guidelines for sign language interpreters.
Rationale supporting adaptation being included on the specified table:
Signed interpretation is equivalent to a read-aloud accommodation which is allowed in all areas except the reading/literature test. Signed interpretation ties assessment to the modality presented in the classroom and allows equal access for students who are deaf or hard of hearing and who require an interpreter for read-aloud access. Research showed that signed items did not differentially boost scores by giving students an unfair advantage (Tindel, Hollenbeck, & Almond, unpublished manuscript).
Conditions that must be met in order for this to be included on the accommodations table:
No additional conditions must be met in order for this to be included on the accommodations tables. Per OAR , a public school may employ or contract for the services of sign language interpreter for a student only if the sign language interpreter meets the following minimum standard:
The sign language interpreter must achieve a passing score of 3.5 or above on the EIPA Performance Test or hold RID, NIC, CI or CT Certification and;
(A) Hold a Bachelor’s or Associate’s Degree from an Interpreter Education Program or in a related educational field; or
Achieve a passing score on the EIPA Written Test
In addition, each sign language interpreter must complete and document 12 seat hours of continuing professional development related to sign-language interpretation each school year.
Wording for Table:
Sign mathematics, science, and social science (not reading/literature) items/stimuli and response choices to the student by a certified sign language interpreter with the exception of mathematics signs and symbols.
Footnote for Table:
Sign language interpreters should review test items and content standards for information on vocabulary that is construct specific to the item so that they do not give students an unfair advantage. Not all items need to be signed; the student can request individual words or items to be signed. Proctor guidelines apply.
Additional comments from the Accommodations Panel:
Sign language interpreters will need access to test items at least 48 hours prior to administration to identify specific content vocabulary that needs to be signed or fingerspelled. Legislation was passed in 2008 to require state minimum standards for sign language interpreters serving students in the public school system.

21. Kindergarten Assessment Accommodations
New for : 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

22. Coding 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
For students with disabilities who take the general education assessment and are on IEPs, districts must code whether the student received accommodations using the “number of accommodations” field.
Optional “accommodation code” field allows districts to identify up to 6 specific accommodations using 4-digit accommodation codes.
OAKS Online tests allow for test administrators to pre-set the flag in TIDE or to set the flag during approval for testing.

23. Accommodations
Do’s and Don’ts
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.
The next two slides list several do’s regarding accommodations and must be done.

24. Do’s and Don’ts, cont’d Do’s (cont’d)
Accommodations
Do’s and Don’ts, cont’d
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.”
Make sure to review the updated math read-aloud guidelines which are posted online (link is at the end of this presentation).
However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”

25. Do’s and Don’ts, cont’d Don’ts
Accommodations
Do’s and Don’ts, cont’d
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
The next two slides list several don’ts regarding accommodations and must not be done.
For the first two bullets, it is important to know which specific accommodations are needed for a student on a given assessment. It is not acceptable to state “as needed” or “as appropriate” when selecting accommodations, nor it is acceptable to select all accommodations just to be safe. If the decision to use accommodations is based on an assessment of individual student needs, it will be clear what accommodations are needed for any given assessment.
For the third bullet, as students are instructed and their skills improve, so do their needs. It is not safe to assume that an accommodation will remain appropriate year after year—an accommodation might be appropriate and necessary one year, but not the next.
For the last two bullets, accommodations must not be provided for the first time on the first day of testing, and the same accommodations must not be provided to every student in a class, grade or program in a blanket fashion.

26. Do’s and Don’ts, cont’d Don’ts
Accommodations
Do’s and Don’ts, cont’d
Don’ts
TAs 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.

27. Accommodations
Promising Practices
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” if
they appear to lose focus
There is a new promising practice on the topic of selecting and documenting accommodations located on the webpage (link at end of presentation).
Remember, the process of determining appropriate accommodations for all students must be based on an assessment of individual student need. In addition, students should be informed of the process to request accommodations prior to starting the testing session.
Student directions in Appendices B (OAKS Online), G (Writing), and H (ELPA) of the Test Administration Manual provide verbatim directions that a TA can read to a student who appears to have lost focus or to be in need of a break.

28. Accommodations
In a Nutshell
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

29. Online Resources DTC Training
Test Administration Manual and Best Practices Guide:
Accommodations Manual and Webpage:
Math Read Aloud Guidelines: math-read-aloud-accommodation-guidelines.pdf
Promising Practices:

30. Accommodations
Acorns for Storage
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?
Q1—Common errors with the administration of accommodations are:
Accommodations are not provided correctly; always review Fact Sheets 1 – 5 in the Accommodations Manual.
Accommodations provided without an assessment of individual student need; always review documentation surrounding the individual needs of the student prior to providing an accommodation during testing.
TAs are unclear between accommodations and allowable resources; review the charts and tables provided and become familiar with the differences.
Q2—Accommodations are provided to students with identified needs in order to provide equitable access to instruction and assessment. Using accommodations allow educational teams to attempt to “level the playing field” so that all students can participate productively in the general education curriculum during instruction and assessment. While accommodations are available to all students, the decision to apply accommodations must be based on an assessment of individual student need.
Q3—Decisions regarding accommodations can only be made for individual students. At no time should the selection of accommodations be made for a group of students; it must always be based on an assessment of individual student need.