![]() For example, allowing a student to mark answers to multiple choice test questions in the test booklet rather than on a separate answer sheet may make the test more accessible to that student but does not make the content any easier. Using accommodations can be complicated - the goal is to find a balance that gives students equal access to the test, but does not make the test content easier. Accommodations are changes in the way a student takes a test, without changing the actual test itself. ![]() One of the ways to make sure students can show what they know on tests (one kind of assessment) is by using testing accommodations. For some students, this access can be increased through the use of assessment accommodations. ![]() Assuming they have had this instruction, with support provided through special education services and strategies described in the instruction part of this website, they need an opportunity to show what they have learned on a test - with access that is equal to the access provided to students without disabilities. An emphasis on improvement might not take place without illuminating where students are having the most difficulty.įor students with disabilities to be successful on these assessments, the first thing they need is instruction in the standards-based content covered by the assessments. In the past, some schools reported doing very well, only to find that they just tested a small percentage of their highest achieving students! More importantly, a picture of the assessment results for all of the students in a school shows where there is strength and where improvement is needed. In order to give an accurate picture of the achievement of students in a school, all of the students need to have an opportunity to take the tests and all of their scores need to count. The purpose of these assessments is to show the progress of a school toward proficiency on state academic content standards. Strategies for Accessing the Social Studies CurriculumĪssessments for accountability are required by the No Child Left Behind Act of 2001, and participation in assessments, with accommodations as necessary, is required by the Individuals with Disabilities Education Act of 1997. Presentation Instructional AccommodationsĬoncrete-to-Representational-to-Abstract InstructionĬreating Authentic Mathematics Learning ContextsĮxplicitly Model Mathematics Concepts/Skills & Problem Solving Strategies Specific Aids for Problem-Solving or MemorizationĬhoosing and Using Accommodations: IEP Team Considerationsįormat to Remind Teachers about a Student's Accommodation Needs Implementing The Classwide Peer Tutoring Beginning Reading Program Starting off on the right foot: Getting acquaintedĬlasswide Peer Tutoring: Beginning ReadingĬlasswide Peer Tutoring: Learning Management SystemĬlasswide Peer Tutoring: The "Standard" Program Selecting the Best Grading Adaptation for Your StudentĪntecedent-Behavior-Consequence (ABC) Chartįunctional Assessment Checklist for Teachers and Staff (FACTS)įunctional Assessment Direct Observation ToolĮmbedding Positive Behavior Support into School Systems Prioritizing Content and Related Assignments Timing and Scheduling Assessment Accommodationsīasing Part of Grade on IEP Goal Progressīasing a Grade on Improvement Over Past Performance
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