The term accommodation is used to define changes in assessment administration and response format, (setting, timing/scheduling, presentation or response) that are not intended to alter in any significant way what the test measures but may influence the interpretation of assessment results.
Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations. Without an accommodation for his/her disability, an assessment may inaccurately measure what the student knows and is able to do resulting in the measure reflecting the disability rather than the student’s knowledge and skills.
Accommodations are not intended to give the student an advantage or artificially raise the student’s scores; rather, they are intended to establish an equal playing field so students with disabilities can take an assessment on an equal basis with their peers. An accommodation used solely to enhance a student’s performance beyond providing equitable opportunity to participate in testing violates Federal regulations and the intent of the DoDEA System-wide Assessment Program.
Accommodations for the system-wide assessment must be those that the student generally uses during classroom instruction and assessment. There must be a link between accommodations used during instruction to assist student learning, during classroom testing to measure what the student has learned, and accommodations recommended for system-wide testing.
Accommodations must be considered on a systematic basis from the beginning of the student’s educational career or at least from the start of the current IEP services. The student should be familiar and adapt with any accommodation used during a system-wide assessment. The use of unfamiliar accommodations may have a negative impact on the student’s test performance. Accommodations should not be considered for the first time just before assessment and they CANNOT be used only during the system-wide assessment.
Figure 1 identifies the cyclical process of identifying and using accommodations throughout a student’s educational environment.
Figure 1. Process of identifying and using accommodations. Accommodations identified and used
for classroom instruction
The same accommodations used for classroom assessment
The same accommodations used for DoDEA system-wide assessment
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Chapter 13 – System-wide Assessment
Accommodations are practices and procedures made to the administration process of a standardized assessment. Accommodations are commonly categorized in four ways;
presentation, response, setting, and timing and scheduling. The approved DoDEA system-wide assessment accommodations are identified later in this chapter.
Presentation Accommodations- Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-
sensory, tactile, and visual.
• Who can benefit from PRESENTATION accommodations?
Students with print disabilities, defined as difficulty or inability to visually read standard print because of a physical, sensory, or cognitive disability.
Response Accommodations- Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.
• Who can benefit from RESPONSE accommodations?
Response accommodations can benefit students with physical, sensory, or learning disabilities (including difficulties with memory, sequencing, directionality, and organization).
Setting Accommodations- Change the location in which a test or assignment is given or the conditions of the assessment setting.
• Who can benefit from SETTING accommodations?
Students that are easily distracted in large group settings and who concentrate best in a small group or individual setting can benefit from setting accommodations. Changes in location also benefit students who receive accommodations (e.g., reader, scribe, frequent breaks) that might distract other students.
Timing and Scheduling Accommodations- Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized.
• Who can benefit from TIMING / SCHEDULING accommodations?
Students who require additional time to complete assignments or tests will benefit most from this accommodation. Extra time may be needed to process written text (e.g., a student with a learning disability who processes information slowly), to write (e.g., a student with limited dexterity as a result of low motor control), or to use accommodations or equipment (e.g., assistive technology).
NOTE: Questions and answers related to the DoDEA System-wide Assessment program are included in Appendix G.
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Chapter 13 – System-wide Assessment Classification of Accommodations
Each type of accommodation is divided into three categories (Categories 1, 2, and 3) which represent the potential influence the accommodations may have on the interpretation and results of individual student tests1. The three identified categories of accommodations are:
Category 1: These accommodations are not expected to influence student performance in a way that will alter the interpretation of assessment scores or what is being measured. Individual students’ scores should be interpreted in the same way as the scores of other students who take the assessment under standard conditions.
Category 2: These accommodations may effect the interpretation of individual tests. Category 3: These accommodations may effect the interpretation of the test and may also change what is being measured.
DoDEA System Assessments
Accommodations are available as appropriate for all DoDEA system-wide assessments, e.g. Terra Nova, National Assessment of Educational Progress (NAEP), and online assessments (e.g., Social Studies, Science, Writing, Biology, History, and Algebra). IEP team members need to be familiar with these tests in order to make informed decisions regarding individual student
accommodations to be used routinely and during participation in system-wide assessments.
Post-Secondary Assessment Accommodations
The College Board provides reasonable accommodations appropriate to the student’s disability. A student must submit a request for accommodations to the College Board Services for Students with Disabilities (SSD) if requesting accommodations for the SAT, PSAT/NMSQT, and
Advanced Placement (AP). If approved for accommodations the student receives an eligibility letter with a unique SSD code. The student uses the letter and SSD code when registering for a College Board exam. The student should ask the school counselor about the process. The counselor will have all the information and forms necessary to complete the process. Student case managers and counselors should work collaboratively to ensure students are afforded appropriate accommodations.
NOTE: Applications for assessment accommodations must be submitted to The College Board several months in advance in order to receive permission in a timely manner.
1
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Chapter 13 – System-wide Assessment Selecting Accommodations
Although no modification may be made to the content of a test itself, accommodations can be made to the procedures in administration of assessments as well as the manner in which students respond to the assessment. Accommodations should be chosen on the basis of the individual student’s needs, not on the basis of the disability category, grade level, or instructional setting. Determining the appropriate accommodations are part of the IEP development process and entered on the IEP under the section “Standardized Testing-Accommodations.” These questions should be considered in the selection process:
9 What is the student’s learning strengths and needs?
9 How does the student’s learning needs affect the achievement of the grade level content standards?
9 What specialized instruction does the student need to achieve the grade level content standards?
Review the accommodations the student has been receiving in the classroom, and ask these questions:
9 What accommodations is the student regularly using in the classroom and on tests?
9 Has the student been willing to use the accommodation?
9 Have there been difficulties administering the selected accommodations?
9 For older students: What is the student’s perception of how well an accommodation has worked?
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Chapter 13 – System-wide Assessment
The CSC/IEP team can use the following guide and questions to assist in determining the most appropriate student accommodation.
PRESENTATION ACCOMMODATIONS
Who Can Benefit Questions to Ask Examples
Students with print disabilities, defined as difficulty or inability to visually read standard print due to a physical, sensory, or cognitive disability.
Can the student read and understand directions?
Does the student need directions repeated? Large Print Directions read aloud Cue student Use calculator SETTING ACCOMMODATIONS
Who Can Benefit Questions to Ask Examples
Students who are easily distracted in large group settings, or concentrate best in small groups.
Do others easily distract the student?
Does the student have trouble staying on task?
Change of room or location Test administered by a familiar teacher Study carrels RESPONSE ACCOMMODATIONS
Who Can Benefit Questions to Ask Examples
Students with physical, sensory or learning disabilities (including issues with memory, sequencing,
directionality, and organization).
Can the student use a pencil or other writing instrument?
Does the student have a disability that affects his ability to spell?
Trouble tracking from one page to another? Scribe Spell checker Computer Dictionary Sign language Large print
TIMING / SCHEDULING ACCOMMODATIONS
Who Can Benefit Questions to Ask Examples
Students who need more time, cannot concentrate for extended periods, have health-related
disabilities, fatigue easily, or medical needs.
Can the student work continuously during the entire time allocated for test administration?
Does the student need shorter work periods and frequent breaks?
Does medication dissipate over time impacting the student’s performance?
Extra time
Frequent breaks
Multiple testing sessions
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Chapter 13 – System-wide Assessment APPROVED ACCOMMODATIONS
This section identifies the approved accommodations for all DoDEA system-wide testing to
include pencil-paper and online assessments. The accommodation area, code (for entry into the DoDEA Special Education Computer Program), type of accommodation, and category
designation are listed below. This list of accommodations is not all inclusive. In instances when the IEP team chooses to identify additional accommodations (not listed below), the district office assessment coordinator must be consulted to provide guidance in assigning the appropriate category.
AREA: PRESENTATION ACCOMMODATIONS
Excent Code Type of Accommodation CAT. 1 CAT. 2 CAT. 3 PR-10 Use Braille or other tactile form of print. X
PR-11 Use a large-print edition of the assessment. X PR-12 Use visual magnification devices. X PR-13 Use PDF version of the test form. X PR-14 Change background color or font size X PR-15 Use tactile graphics (e.g., maps, charts, illustrations). X PR-16 Have directions and/or questions presented through
sign language on reading/language/spelling tests.
X PR-17 Have directions and/or questions presented through
sign language, EXCEPT on reading/language/spelling tests.
X
PR-18 Have directions read aloud. X PR-19 Repeat/re-read and/or clarify directions to student. X PR-20 Have directions, stimulus material, questions, and/or
answer choices paraphrased.
X PR-21 Have stimulus material, questions, and/or answer
choices read aloud by a proctor or using computer software (e.g.,Kurzweil) EXCEPT for reading comprehension.
X
PR-22 Have stimulus material, questions, and/or answer choices read aloud by a proctor or using computer software (e.g., Kurzweil) INCLUDING reading comprehension.
X
PR-23 Use audio amplification devices (e.g., hearing aids, computer speakers). N/A for ONLINE tests.
X PR-24 Use markers or highlighter to maintain place or for
test directions. ONLINE test: Review flags are incorporated into each prompt for answered and unanswered items.
X
PR -25 Use a calculator or arithmetic table, EXCEPT for a mathematics computation assessment.
X PR-26 Use a tape recorder for directions or test items to be
read aloud.
X PR-27 Cue student to remain on task. X
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Chapter 13 – System-wide Assessment AREA: RESPONSE ACCOMMODATIONS
Excent Code Type of Accommodation CAT. 1 CAT. 2 CAT. 3
RS-30 Mark responses in the student test book. X RS-31 Student is assisted in marking responses in test book. X RS-32 Mark responses on large-print answer document. X
RS-33 Use lined or graph paper. X
RS-34 Use template to maintain place for responding. X RS-35 Use sign language to indicate response. X RS-36 Use a dictionary (Including bi-lingual dictionary, if
available).
X RS-37 Indicate responses to a scribe for verbatim entry into
student book or computer, EXCEPT on writing portion of test.
X
RS-38 Indicate responses to a scribe for verbatim entry into student book or computer, to INCLUDE the writing portion of the test.
X
RS-39 Record responses on audiotape (EXCEPT for constructed-response writing assessment) for later verbatim translation by scribe into student book or computer.
X
RS-40 Use a spell checker, EXCEPT on writing portion of test.
X RS-41 Use a spell checker, to INCLUDE the writing
portion of the test.
X RS-42 Use a computer, word processor, typewriter, Braille
writer, or other machine (e.g., communication board).
X
RS-43 Indicate response with a communication device (e.g., speech synthesizer) for later verbatim translation by a scribe. ONLINE test: If available.
X
AREA: SETTING ACCOMMODATIONS
Excent Code Type of Accommodation CAT. 1 CAT. 2 CAT. 3
ST-50 Take the assessment alone or in a study carrel. X ST-51 Take the assessment in a small group or different
classroom.
X ST-52 Take the assessment in an identified seat location or
with close proximity to teacher or an assistive device.
X
ST-53 Test administered by a familiar teacher (e.g., special educator).
X ST-54 Take the assessment at home or in a care facility
(e.g., hospital), with supervision.
X
ST-55 Use adaptive furniture. X
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Chapter 13 – System-wide Assessment AREA: TIMING / SCHEDULING ACCOMMODATIONS
Excent Code Type of Accommodation CAT. 1 CAT. 2 CAT. 3
TS-60 Use extra time for any timed assessment (NOT TO EXCEED 150% OF STANDARIZED TIME LIMIT).
X
TS-61 Take breaks that DO result in extra time for any timed assessment or opportunity to study information in an assessment already begun.
X
TS-62 Take breaks that DO NOT result in extra time or opportunity to study information in an assessment already begun.
X
TS-63 Have flexible scheduling (e.g., time of day, days between sessions) that DOES result in extra time but not an opportunity to study information in an assessment already begun.
X
TS-64 Have flexible scheduling (e.g., time of day, days between sessions) that DOES NOT result in extra time or opportunity to study information in an assessment already begun.
X
ACCOMMODATIONS FOR THE
NATIONAL ASSESSMENT OF EDUCATIONAL PERFORMANCE (NAEP)
A student may not participate in NAEP testing if the student’s IEP identifies the student be tested with an accommodation that NAEP does not permit, and the student cannot demonstrate his or her knowledge of reading or mathematics without that accommodation. The type of
accommodations allowed by NAEP and the corresponding tests are listed below.
Type of Accommodation Reading Session Mathematics Session
Bilingual dictionary Not allowed X
Bilingual booklet Not allowed X
Extended time in regular session X X
Large print booklet X X
One-on-one X X
Read aloud in regular class Not allowed X
Scribe or use of a computer- used to record answers
X X
Small group X X
Other- format or equipment accommodations such as a sign language translator, amplification devices, or magnification equipment if provided by school
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Chapter 13 – System-wide Assessment