1. Accommodations Required Content for STC and TA Training

2. Big Picture Objectives
Accommodations
Big Picture Objectives
Identify and understand the purpose of accommodations
Administer accommodations appropriately
Overview of Accommodations is in the Test Administration Manual, Part V, page 24 – 26.
Assessment Accommodations information is on the web at:
8/1/2019
Free Template from

3. Free Template from www.brainybetty.com
Accommodations
Definition
Established by the Oregon Accommodations Panel
Are practices and procedures in the areas of scheduling, setting, presentation and response that, when used in assessment, provide equitable access to all students.
They do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.
Manual:
8/1/2019
Free Template from

4. Purpose and Eligibility
Accommodations
Purpose and Eligibility
Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.
All students are eligible as appropriate, including students with and without disabilities and students who have Limited English Proficiency.
Accommodations are determined based on an individual student’s need and are not identified for groups of students.
-While all accommodations are available to all students as needed, the Accommodations Manual groups accommodations to identify those that might be most applicable to students with disabilities or English Language Learners
-It is considered a test irregularity to administer an accommodation to a group of students without consideration for individual student need.
8/1/2019
Free Template from

5. Free Template from www.brainybetty.com
Accommodations
When to Identify
Necessary accommodations should 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 Tables.
-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. The Accommodations Manual contains guidance on how and when to best identify the accommodations that an individual student needs
-Students on an IEP or 504 Plan should have any needed accommodations documented within their plan
8/1/2019
Free Template from

6. Free Template from www.brainybetty.com
Accommodations
When to Code
In TIDE or TA Approval Screen
In Tide, the required field is “Number of Accommodations”
More detailed codes are optional. This field is called “Accommodation Code”
In Student Centered Staging
Different naming convention in Student Centered Staging.
-For students with disabilities who take the general education assessment, districts must code whether the student received accommodations.
-Additional optional code 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.
8/1/2019
Free Template from

7. Read-Aloud Accommodation
Accommodations
Read-Aloud Accommodation
Available for Math, Science, and Social Sciences (not for Reading)
Math read-aloud follows NAEP Guidelines
New for , OAKS Online supports a computer-based read-aloud feature (note: equipment recommendations)
Human-administered read-aloud is still permitted
Must not distract other students testing
-Math read-aloud guidelines and training powerpoint are available on the Accommodations Webpage (
-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.
-When administering this accommodation, either computer-based or human-administered, it’s important to ensure the read-aloud does not district other students who are testing. For the computer-based read-aloud in particular, it is required that students either use a headset or test in a separate location to avoid distracting other students.

8. Free Template from www.brainybetty.com
Accommodations
Do’s and Don’ts
Do’s
Refer to the accommodations manual for accommodations implementation guidance.
Refer to student’s IEP or classroom practices to determine which accommodations should be provided.
Note that although writing prompts may now 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.
8/1/2019
Free Template from

9. Free Template from www.brainybetty.com
Accommodations
Do’s and Don’ts (cont)
Do’s (cont)
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.”
However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”
Math Read Aloud Guidelines:
8/1/2019
Free Template from

10. Free Template from www.brainybetty.com
Accommodations
Do’s and Don’ts (cont)
Don’ts
TAs may not provide instruction or give suggestions regarding process.
TAs may not read Reading items or response choices aloud.
TAs may not choose to administer an accommodation for all students in a class or a grade.
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.
8/1/2019
Free Template from

11. Free Template from www.brainybetty.com
Accommodations
Promising Practices
TAs communicate with students about math read-aloud guidelines (e.g. reading 89 as “eighty-nine” vs. reading 389 as “three eight nine”) before testing begins
Encourage students to “do their best”
Ask a student if he/she “needs a break” if they appear to lose focus
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
8/1/2019
Free Template from

12. Free Template from www.brainybetty.com
Accommodations
In a Nutshell
Accommodations are determined and administered for individual students
Accommodations used during state assessments must be selected from the Accommodations Manual
Administration of accommodations for one student must not interfere with the testing conditions of another student
8/1/2019
Free Template from

13. Free Template from www.brainybetty.com
Accommodations
Acorns for Storage
What are some common errors in the administration of accommodations and how can they be avoided?
Why should an accommodation be provided to a student?
May decisions regarding accommodations be made for:
Individual students?
Groups of students?
8/1/2019
Free Template from

14. Free Template from www.brainybetty.com
8/1/2019
Free Template from